Knowledge orientations of prospective early childhood teachers. A study of students' scientific versus subjective orientations in teacher education courses in Germany.

Autor/inn/en	Mischo, Christoph; Wahl, Stefan; Strohmer, Janina; Hendler, Jessica
Titel	Knowledge orientations of prospective early childhood teachers. A study of students' scientific versus subjective orientations in teacher education courses in Germany.
Quelle	In: Journal of early childhood teacher education, 33 (2012) 2, S. 144-162Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1090-1027; 1745-5642
DOI	10.1080/10901027.2012.675836
Schlagwörter	Bildungsforschung; Elementarbereich; Frühpädagogik; Fachwissen; Ausbildung; Professionalisierung; Akademisierung; Subjektorientierung; Erzieher; Deutschland
Abstract	Recent changes in the system of early childhood teacher education in Germany raise the question of whether different academic levels of early childhood teacher education lead to different beliefs and orientations. In this study, prospective early childhood teachers' orientations to scientific knowledge and to research were explored. A questionnaire addressing orientations to the utility of research, educational and psychological theories versus orientations to intuitive theories and personal experience was completed by 712 prospective early childhood teachers. In a latent profile analysis, two types of orientation profiles could be identified: (a) an orientation towards subjective theories, lay theories, and subjective experience, and (b) an orientation towards scientific theories and research results. Results are discussed from the perspective of professionalization in early childhood teacher education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/2