More than a Read-Aloud: Preparing and Inspiring Early Childhood Teachers to Develop Our Future Scientists

Autor/inn/en	Atiles, Julia T.; Jones, Jennifer L.; Anderson, James A.
Titel	More than a Read-Aloud: Preparing and Inspiring Early Childhood Teachers to Develop Our Future Scientists
Quelle	In: Teacher Education and Practice, 26 (2013) 2, S.285-299 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Scientists; Science Careers; Science Instruction; Faculty Development; STEM Education; Language Arts; Early Childhood Education; Course Content; Correlation; Rural Schools; Poverty; Knowledge Base for Teaching; Pedagogical Content Knowledge; Teacher Educators; Preschool Teachers; College School Cooperation; Teacher Attitudes; Questionnaires + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; STEM; Sprachkultur; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kursprogramm; Korrelation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Teacher education; Lehrerausbildung; Lehrerbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Fragebogen
Abstract	The purpose of this study was to examine the impact of professional development on teachers' knowledge of teaching science and sense of efficacy regarding the teaching of science. In addition, the study explores the association between knowledge of teaching science and efficacy regarding the teaching of science. Participants included 28 early childhood teachers from seven school districts, predominantly rural with high incidence of poverty. Results indicate gains in teachers' knowledge of teaching science and their sense of efficacy after participating in professional development. Implications include the need to integrate STEM (science, technology, engineering, and mathematics) content and language arts curricula into early childhood classrooms. (As Provided).
Anmerkungen	Rowman & Littlefield. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://rowman.com/Page/Journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10