Effects of a Phonological Awareness Professional Development Program on Preschool Teachers and Children

Abstract

This study aimed to investigate the effects of a phonological awareness professional development program on teachers’ phonological awareness knowledge, teaching quality, and the phonological awareness skills of children. The study was planned with a quasi-experimental design and a pretest-posttest control group, and 67 children and 4 preschool teachers were participated. Teachers in the experimental group were given 5 hours of training and applied 10 hours of coaching. The results showed that the teachers’ knowledge and teaching quality increased. After expressive language and category naming scores of the children were controlled, there were significant differences between the experimental and control group children in phonological awareness skills.