Preschool Teachers' Learning Opportunities in Their Initial Teacher Education and In-Service Professional Development -- Do They Have an Influence on Preschool Teachers' Science-Specific Professional Knowledge and Motivation?

Autor/inn/en	Barenthien, Julia; Oppermann, Elisa; Anders, Yvonne; Steffensky, Mirjam
Titel	Preschool Teachers' Learning Opportunities in Their Initial Teacher Education and In-Service Professional Development -- Do They Have an Influence on Preschool Teachers' Science-Specific Professional Knowledge and Motivation?
Quelle	In: International Journal of Science Education, 42 (2020) 5, S.744-763 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barenthien, Julia) ORCID (Oppermann, Elisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1727586
Schlagwörter	Preschool Teachers; Science Education; Pedagogical Content Knowledge; Preservice Teacher Education; Faculty Development; Teacher Motivation; Knowledge Level; Correlation; Self Efficacy; Teacher Effectiveness; Teacher Attitudes; Teacher Characteristics; Foreign Countries; Teaching Experience; Gender Differences; Cognitive Ability; Course Selection (Students); Germany + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Naturwissenschaftliche Bildung; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Wissensbasis; Korrelation; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Ausland; Geschlechterkonflikt; Denkfähigkeit; Course selection; Student; Students; Kurswahl; Deutschland
Abstract	Preschool teachers' science-specific competences have been shown to influence their science instruction, which in turn appear directly related to the development of children's science competences. Initial teacher education and in-service professional development may include learning opportunities to acquire science-specific competences necessary for teaching science in preschool. Knowledge about the effects of learning opportunities in initial teacher education and in-service professional development on preschool teachers' science-specific competences is limited but highly relevant for research, policy and practice. This paper examines the effects of learning opportunities in preschool teachers' initial teacher education and in-service professional development on their science-specific professional knowledge and motivation regarding early science education. Controlling for preschool teachers' socio-demographic and educational background and their learning opportunities in their initial teacher education, regression analysis revealed significant positive relations between in-service professional development courses and their self-efficacy beliefs, enthusiasm and science-specific content knowledge. With regard to science courses in initial teacher education, controlling for preschool teachers' socio-demographic and educational background and the number of professional development courses taken, we found significant positive relations between the courses in initial teacher education and their science-specific pedagogical content knowledge and self-efficacy beliefs. These results indicate that the provided learning opportunities provided could promote preschool teachers' competences. However, due to the heterogeneity in the learning opportunities and science-specific competences, policymakers and professional development providers may ensure that all preschool teachers receive sufficient learning opportunities to further their professional competences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01