TEACHER QUALITY AND PHONICS TEACHING IN NURSERY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 THE STUDY’S BACKGROUND
It is impossible to overstate the importance of phonics. The numerous benefits of phonics to the development of nursery school students are well known. Phonics is once again a hot topic, and teachers, parents, and school officials are all discussing it. Everyone seems to agree that we need the best teachers possible to teach phonics, and almost everyone has an opinion on how it should (or should not) be taught.
The issue of teacher phonics quality is not a new one, as it has a significant impact on students’ learning abilities. However, one of the most prominent reading experts of his time, Paul McKee (1934), wrote the following:
The issue of teacher quality in phonics instruction has sparked considerable debate.
Some educators believe that some phonics teachers are not only ineffective and wasteful, but also harmful to the best interests of a reading program. Others believe that phonics instruction is essential because the child must be able to attack unfamiliar words. There have also been disagreements about how much phonics should be taught, when it should be taught, and what methods should be used. In fact, the author is unaware of any issue that has sparked more debate.
When McKee wrote these words, there was little knowledge on which to base decisions about the quality of phonics teachers. In the decades since, we’ve learned a lot about how the brain works, how children learn, and how words are structured. In the following chapter, we will first summarize how the quality of teachers influences the ability of elementary school students to learn phonics.
1.2 PROBLEM STATEMENT
There are numerous issues that influence teachers’ quality in teaching phonics in Nigerian nursery schools.
Despite the fact that this study’s other related problems are those caused by congenity clarity. Knowing what you’re trying to do and understanding where you’re trying to go and why you’re going there are two aspects of cognitive clarity. When you have cognitive clarity about a task, you are more likely to persevere in your efforts because you anticipate the outcomes.
1.3 THE STUDY’S OBJECTIVES
The study’s overall goals are as follows:
1. To identify the issues associated with teaching phonics in nursery school.
2. Outline the challenges, constraints, and various impediments to high-quality phonics teachers.
3. To ascertain how teachers’ inability to teach phonics affects students.
4. Make several suggestions for improving the quality of phonics instruction.
1.4 QUESTIONS FOR RESEARCH
For a better understanding of the subject matter, the following research questions were proposed during the course of this study.
1. Do phonics teachers have a sufficient understanding of the fundamentals of phonics?
2. Do teachers recognize the significance of teaching phonics in nursery school?
3. Can these phonics teachers distinguish between different phonics for reading and spelling?
4. Does a teacher’s ability to teach phonics influence students?
1.5 THE STUDY’S OBJECTIVE
The study’s goal is to determine the impact of teacher quality on phonics instruction in nursery school. The research is limited to five nursery and primary schools in Benin City, Edo State, where it hopes to gather information from current nursery school teachers. The following schools are on the list:
Akoko-Edo Elementary School
Nursery and Primary School Aunty Maria
Brigade Primary and Nursery School
St Mary Primary and Nursery School
Jefferson School District
1.6 THE STUDY’S SIGNIFICANCE
The study is being conducted to determine the impact of teacher quality on phonics instruction in nursery schools. The discovery of this work, on the other hand, will go a long way toward making phonics instruction appropriate for nursery school students.
Teachers will be made aware of the importance of teaching phonics, and the educational knowledge involved will be appropriately directed, thereby resolving the problem of teaching and learning phonics. This will be made more effective, and both teachers and students will benefit academically.
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TEACHER QUALITY AND PHONICS TEACHING IN NURSERY SCHOOL