Preschool Teachers' Science Practices: Associations with Teachers' Qualifications and Their Self-Efficacy Beliefs in Science

Autor/inn/en	Oppermann, Elisa; Hummel, Theresia; Anders, Yvonne
Titel	Preschool Teachers' Science Practices: Associations with Teachers' Qualifications and Their Self-Efficacy Beliefs in Science
Quelle	In: Early Child Development and Care, 191 (2021) 5, S.800-814 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oppermann, Elisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1647191
Schlagwörter	Preschool Teachers; Self Efficacy; Science Instruction; Faculty Development; Teacher Attitudes; Teacher Qualifications; Foreign Countries; Correlation; Teacher Education Programs; Teaching Methods; Pedagogical Content Knowledge; Germany + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Lehrqualifikation; Ausland; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Deutschland
Abstract	Regular science practices in preschool are crucial for children's learning in science. Yet, preschool teachers may only offer science learning opportunities if they "are" and "feel" sufficiently qualified to teach early science. The present study investigates the relation between teachers' qualifications, their self-efficacy beliefs in science and the frequency of teachers' science practices based on 348 German preschool teachers. Regression results showed that teachers' practices were associated with their science-specific educational training and their participation in professional development in science, but not with their general educational degree. Furthermore, results from structural equation modelling revealed that the relation between professional development and teachers' science practices was mediated by their self-efficacy beliefs in science. These results underline the relevance of teachers' science-specific qualifications as well as teachers' self-efficacy beliefs for their science practices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01