A Strengthened Teaching Mission in Preschool: Teachers' Experiences, Beliefs and Strategies

Autor/inn/en	Westman, Susanne; Bergmark, Ulrika
Titel	A Strengthened Teaching Mission in Preschool: Teachers' Experiences, Beliefs and Strategies
Quelle	In: International Journal of Early Years Education, 22 (2014) 1, S.73-88 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2013.809653
Schlagwörter	Teacher Attitudes; Phenomenology; Teacher Role; Self Concept; Preschool Teachers; Science Education; Interviews; Scientific Literacy; Inquiry; Aesthetics; Democracy; Reflection; Educational Philosophy; Teaching Methods; Foreign Countries; Qualitative Research; Sweden + Suchen Sie Ihr Suchwort? Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerrolle; Selbstkonzept; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Naturwissenschaftliche Bildung; Interviewing; Interviewtechnik; Ästhetik; Demokratie; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Qualitative Forschung; Schweden
Abstract	This paper aimed to explore how preschool teachers' experience their strengthened teaching mission, specifically when working with scientific exploration. The study was based on the philosophy of the life-world, a branch of the phenomenological movement. Life-world philosophy focuses on the concrete reality humans inhabit and is responsive to its inherent ambiguity. The data consisted of written teacher responses and follow-up interviews. The findings showed a broad and multidimensional way of working with science and exploration in which embodied experiences and intertwined relationships were prominent. Teachers' notions of what constitutes scientific exploration and learning represent a combination of science as literacy and science as inquiry, emphasising democracy, aesthetics, experimentation and reflection. Being present and focusing children's relationship with the phenomena seem to be teachers' strategies of handling their strengthened teaching mission. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10