Teachers' Conceptualisations of Science Teaching -- Obstacles and Opportunities for Pedagogical Continuity across Early Childhood School Forms

Autor/inn/en	Due, Karin; Skoog, Marianne; Areljung, Sofie; Ottander, Christina; Sundberg, Bodil
Titel	Teachers' Conceptualisations of Science Teaching -- Obstacles and Opportunities for Pedagogical Continuity across Early Childhood School Forms
Quelle	In: International Journal of Early Years Education, 31 (2023) 3, S.790-805 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Due, Karin) ORCID (Skoog, Marianne) ORCID (Areljung, Sofie) ORCID (Ottander, Christina) ORCID (Sundberg, Bodil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2022.2107492
Schlagwörter	Foreign Countries; Preschool Teachers; Elementary School Teachers; Teacher Attitudes; Science Instruction; Early Childhood Education; Barriers; Scientific Attitudes; Caring; Play; Knowledge Base for Teaching; Educational Change; Teaching Methods; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Care; Pflege; Sorge; Betreuung; Spiel; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Schweden
Abstract	This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1-5), preschool class (age 6) and grade 1-3 (age 7-9) in three Swedish school units. The teachers' descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children's initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1-3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01