Mapping the field of teachers’ views and reported practices towards the use of wordless picturebooks in primary schools

Wordless picturebooks (thereafter WPs) have recently received increased attention due to their unique teaching affordances. The article examines teachers’ views and reported practices in relation to WPs in Cyprus. A questionnaire was administered to 58 teachers, teaching ages 4–12, with no prior professional training in using WPs. Quantitative and qualitative data analysis revealed teachers’ mixed practices when using WPs. A significant finding is most teachers’ belief that WPs could help their students develop cognitive capacities. When asked about students with diverse needs, their answers shifted towards affective capacities. This reveals the emphasis on developmental psychology in teachers’ studies and training programmes and points towards the importance of teachers’ familiarisation with the conventions of the genre and of holistic approaches in the use of WPs. The article highlights teachers’ needs that can be used as a foundation for the development of more focused teacher professional development programmes.