Literaturnachweis - Detailanzeige
| Autor/inn/en | Hsin, Ching-Ting; Wu, Hsin-Kai; Liang, Jyh-Chong; Luu, Di Tam |
|---|---|
| Titel | Factors Predicting Kindergarten Teachers' Integration of Science into Their Teaching in Indigenous Areas |
| Quelle | In: Australasian Journal of Early Childhood, 48 (2023) 1, S.50-65 (16 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Wu, Hsin-Kai) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1836-9391 |
| DOI | 10.1177/18369391221120956 |
| Schlagwörter | Kindergarten; Preschool Teachers; Teaching Methods; Indigenous Populations; Self Efficacy; Predictor Variables; Science Instruction; Influences; Teacher Attitudes; Student Diversity; Preschool Children; Foreign Countries; Social Support Groups; Success; Teacher Expectations of Students; Taiwan Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Sinti und Roma; Self-efficacy; Selbstwirksamkeit; Prädiktor; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Influence; Einfluss; Einflussfaktor; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Ausland; Social support; Soziale Unterstützung; Erfolg |
| Abstract | Past studies have shown that kindergarten teachers find it challenging to integrate science into their instruction, but little is understood about factors that influence their science teaching in Indigenous areas. Our study aimed to investigate the associations between kindergarten teachers' experiences, attitudes, self-efficacy, outcome expectations and science teaching. Partial least square structural equation modelling was employed to analyse 384 questionnaires from kindergarten teachers in Indigenous areas of Taiwan, teaching children aged 2-6 years. Results showed that self-efficacy had stronger predictive power over outcome expectations for the level of teachers' science integration into teaching. Teachers' mastery experience, perceived social support and attitude toward teaching diverse children significantly and positively predicted their science teaching self-efficacy and outcome expectations for Indigenous students. Moreover, teachers' attitude toward diverse groups was significantly associated with their outcome expectations. This study sheds light on ways to enhance teachers' early science teaching for culturally diverse students. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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