Primary teachers' beliefs about orthography and orthography acquisition - M. Wiprächtiger-Geppert, S. Riegler, D. Kusche, M. Schurig
The article reports on a survey of participants in a comparative (CH/D) video study on spelling instruction at the primary level. The focus of the study is on the one hand on the beliefs about spelling and spelling acquisition, and on the other hand on the formation of types of beliefs and their connection with context variables. The starting point of the survey is a heuristic model with the dimensions beliefs about spelling, about the teaching spelling and about the students. The results of the survey are generally heterogeneous and only partly reflect theoretical discourses of the German language education. Four types of beliefs can be generated, which are distributed across countries.