A strengthened teaching mission in preschool: teachers' experiences, beliefs and strategies

Westman, Susanne; Bergmark, Ulrika

doi:10.1080/09669760.2013.809653

Cited by 17 publications

(15 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Otterstad and Braathe 2016). Further, the experiment box does not match preschool conventions of integrating the science subject with other subjects (Klaar and Öhman 2014) or with aesthetic work (Westman and Bergmark 2014). The results suggest that the teachers adopt the verb idea because it helps them to position their teaching away from school stereotypes.…”

Section: Discussionmentioning

confidence: 87%

“…Recent Swedish studies report that teachers tend to intertwine science with aesthetic work and learning with the whole body and all senses (e.g. Westman and Bergmark 2014). Further, Ljung-Djärf, Magnusson, and Peterson (2014) have shown examples of teachers tending to plan science teaching around 'what to do' rather than around how children can make meaning of what is done.…”

Section: Preschool Science Teachingmentioning

confidence: 99%

See 1 more Smart Citation

Why do teachers adopt or resist a pedagogical idea for teaching science in preschool?

Areljung

2018

International Journal of Early Years Education

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionmentioning

confidence: 87%

Section: Preschool Science Teachingmentioning

confidence: 99%

Why do teachers adopt or resist a pedagogical idea for teaching science in preschool?

Areljung

2018

International Journal of Early Years Education

View full text Add to dashboard Cite

show abstract

“…Such tensions are indicated in recent Swedish studies, showing student teachers’ and in-service teachers’ resistance to telling children what is ‘right or wrong’ in science activities, thereby avoiding the position of an authoritarian presenter of science facts (Areljung et al, 2017; Sundberg and Ottander, 2013). Other studies show that even though teachers have intentions to steer practice towards science learning, these intentions are often overshadowed by their will to follow children’s initiatives and ideas (Gustavsson et al, 2016; Westman and Bergmark, 2014). What can be discerned from these studies is a tendency for teachers to avoid a stereotype science epistemology of predetermined, objective knowledge, since it clashes with the preschool ideal of basing practice on the experiences and interests of individual children.…”

Section: Possible Ways Of Knowing In Preschool Sciencementioning

confidence: 99%

Capturing the world with verbs: Preschool science education beyond nouns and objects

Areljung

2018

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

This article seeks to contribute new perspectives to the ontology and epistemology of preschool science education by exploring the idea of using everyday verbs, rather than nouns, to discern possibilities for science learning in preschool. Herein, the author merges empirical examples from preschools with findings from research on children’s noun and verb learning and posthumanist perspectives on matter and concepts. What comes out of the exploration is a radical way of viewing and knowing the world. The verbs trigger a shift from an object-oriented view of the world to seeing action and non-tangible processes and phenomena in one’s surroundings. Further, the verbs highlight the potential science learning that emerges in action and in child–matter relations, opening up to preschool science pedagogies that go beyond subjective/objective and concrete/abstract binaries.

show abstract

“…These written data were read over by the researchers. The aim was to agree on themes defining the experience of the participants by identifying the problems and patterns in the data (Westman & Bergmark, 2014). It was tried to make a common definition by reaching beyond the personal experience of the pre-service teachers.…”

Section: Discussionmentioning

confidence: 99%

Early Childhood Pre-service Teachers’ Views about Visual Arts Education and Aesthetics

Seyhan¹,

Ocak-Karabay²

2018

EJER

View full text Add to dashboard Cite

The present study aims to investigate the level of teachers' organizational citizenship behaviors and counter-productive work behaviors (CWBs) based on public primary school administrators' and teachers' perceptions and the relationship between these two variables.Research Methods: This study was conducted in a correlational survey model. The sample of this study was formed in the 2018-2019 academic year, consisted of public primary school administrators and teachers who worked in nine different districts

show abstract

A strengthened teaching mission in preschool: teachers' experiences, beliefs and strategies

Cited by 17 publications

References 32 publications

Why do teachers adopt or resist a pedagogical idea for teaching science in preschool?

Why do teachers adopt or resist a pedagogical idea for teaching science in preschool?

Capturing the world with verbs: Preschool science education beyond nouns and objects

Early Childhood Pre-service Teachers’ Views about Visual Arts Education and Aesthetics

Contact Info

Product

Resources

About