Enacting Content-rich Curriculum in Early Childhood: The Role of Teacher Knowledge and Pedagogy

Exploring the Effects of Preschool Teachers’ Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching

“…First, the participants with higher epistemological beliefs tend to perform science teaching based on indirect concept teaching and science literacy vision, while the participants with lower epistemological beliefs tend to do it based on direct knowledge transfer and concept teaching (e.g., Akerson et al, 2011;National Research Council, 2013). This supports the suggestion that preschool teachers who perform science teaching should integrate content and pedagogy properly with their teaching goals and orientations (Neuman & Danielson, 2021). Moreover, many researchers have put forward that the epistemological beliefs of preschool teachers determine their pedagogical structures (e.g., Brownlee et al, 2011;Mansour, 2013).…”

“…However, it is not sufficient just to provide appropriate curriculum materials for such science teaching. Qualified science teaching can be achieved with preschool teachers who combine the content and pedagogy with the appropriate curriculum materials and have high pedagogical content knowledge (Larimore, 2020;Neuman & Danielson, 2021). Therefore, while planning and performing the science teaching, preschool teachers must have many resources such as PCK, subject matter knowledge, and pedagogical orientations and consider these resources (Gropen et al, 2017;Oppermann et al, 2019).…”

“…The fundamental nature of this study is to reveal how epistemological beliefs about learning and teaching influence the pedagogical conceptualizations of early childhood science teaching. As stated before, preschool teachers with higher epistemological beliefs and PCKs are needed for qualified early childhood science teaching (e.g., Gropen et al, 2017;Neuman & Danielson, 2021). Based on this perspective, it is considered important to describe how preschool teachers integrate their current epistemological orientations into their science teaching activities for qualified early childhood education.…”

“…There are studies, in the literature that have been conducted in the context of early science education and with the preschool teachers and teacher candidates. The main topics focused on by these studies generally include self-efficacy (Opperman et al, 2019), beliefs and attitudes towards science (Merino et al, 2014), PCK, and pedagogical competencies (Gropen et al, 2017;Neuman & Danielson, 2021), views on curriculum and strategies (Arias et al, 2016;Pierro, 2019), and science teaching experiences (Thulin & Redfors, 2017). According to the agreed view in the studies, the preschool teachers and teacher candidates have positive attitudes and beliefs about science teaching.…”

Unmasking the Effects of Teachers Whistleblowing Some Attributes on Implementing Stem Education: National Curriculum Document 2006 Perspective

“…, emotional intelligence(Austin et al, 2008), spirituality/religious(Byrne et al, 2011), work threats, students absenteeism(Nguyen et al, 2016) and employees performance(Walsh et al, 2016). These researches significantly contributed to the existing body of knowledge, theoretical improvement of emotional labour, its conception, and approaches focusing on quantitative research paradigm and other dimensions as well.Curriculum interrelated set of experiences and plans for students under the institutional direction(Marsh & Willis, 2007), planned occurrence in classroom(Neuman & Danielson, 2021), dynamic program that concentrates on societal need and wants(Deng, 2021), a vehicle of attaining education(Offorma, 2005) focusing essential parts of STEM education as well. The purpose of the state is to produce inhabitants having keen concerns in scientific and technological application (Jamieson-Proctor et al, 2006;Thompson, 2013), logical reasoning, critical thinking, and problem-solving skills(Kuo et al, 2014).…”