Why Do Teachers Adopt or Resist a Pedagogical Idea for Teaching Science in Preschool?

Autor/in	Areljung, Sofie
Titel	Why Do Teachers Adopt or Resist a Pedagogical Idea for Teaching Science in Preschool?
Quelle	In: International Journal of Early Years Education, 27 (2019) 3, S.238-253 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Areljung, Sofie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2018.1481733
Schlagwörter	Science Instruction; Science Teachers; Preschool Children; Faculty Development; Foreign Countries; Preschools; Teacher Researchers; Teacher Attitudes; Science Achievement; Sweden + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Lehrerforschung; Lehrerverhalten; Schweden
Abstract	Numerous initiatives are carried out across the world to support science teaching in early childhood education. However, professional development research shows that in order for teaching interventions to bring about successful changes in practice, it is key that teacher's beliefs, confidence and knowledge change. As a complement to studies showing "how" teachers change, this article examines "why" teachers adopt a pedagogical idea for teaching science in preschool. Drawing on Clarke and Hollingsworth's model for teacher professional growth, the article analyses interviews with teachers that have implemented and developed a pedagogical idea for teaching science in preschool. The results indicate that teachers adopt the pedagogical idea because it helps them to discern and build on science content in everyday practice, which they prefer to their previous way of teaching science through occasional experiments. Further the results show that teachers balance several external influences on what is good preschool pedagogy. The particular pedagogical idea eases that balancing act since it aligns with, and helps teachers to make meaning of, many of these influences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01