Preparing Early Childhood Preservice Teachers for Science Teaching: Aligning across a Teacher Preparation Program

Autor/inn/en	Lippard, Christine N.; Tank, Kristina; Walter, Melissa C.; Krogh, Jackie; Colbert, Karen
Titel	Preparing Early Childhood Preservice Teachers for Science Teaching: Aligning across a Teacher Preparation Program
Quelle	In: Journal of Early Childhood Teacher Education, 39 (2018) 3, S.193-212 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2018.1457578
Schlagwörter	Early Childhood Education; Preservice Teacher Education; Teacher Education Programs; Science Instruction; Science Achievement; Case Studies; Alignment (Education); Scientific Attitudes; STEM Education; Student Attitudes; Science Activities; Preservice Teachers; Elementary School Science; Qualitative Research; Statistical Analysis; Online Surveys + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; STEM; Schülerverhalten; Qualitative Forschung; Statistische Analyse
Abstract	In early childhood education and early childhood teacher preparation, science is often a challenging academic content area. However, young children are primed for science learning, and early science learning is important for later science achievement. The current study presents an embedded case study of one early childhood teacher preparation program that undertook a process of infusing and aligning science teaching preparation across a curriculum preparing preservice teachers to work with children ranging in age from birth through third grade. Major themes fell into the three categories--motivation for change; the process of improving and aligning across a program; and science attitudes, beliefs, and experiences in the midst of change. Implications are discussed in terms of improving preparation for teaching early science and aligning across courses in early childhood teacher preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01