Early Childhood Teachers' Beliefs about Readiness for Teaching Science, Technology, Engineering, and Mathematics

Autor/inn/en	Park, Mi-Hwa; Dimitrov, Dimiter M.; Patterson, Lynn G.; Park, Do-Yong
Titel	Early Childhood Teachers' Beliefs about Readiness for Teaching Science, Technology, Engineering, and Mathematics
Quelle	In: Journal of Early Childhood Research, 15 (2017) 3, S.275-291 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X15614040
Schlagwörter	Early Childhood Education; Readiness; STEM Education; Teacher Competencies; Teacher Attitudes; Teacher Surveys; Faculty Development; Knowledge Base for Teaching; Preschool Teachers; Elementary School Teachers; Kindergarten; Grade 1; Grade 2; Grade 3; Statistical Analysis; Kentucky + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; STEM; Lehrkunst; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Statistische Analyse
Abstract	The purpose of this study was to examine beliefs of early childhood teachers about their readiness for teaching science, technology, engineering, and mathematics, with a focus on testing for heterogeneity of such beliefs and differential effects of teacher-related factors. The results from latent class analysis of survey data revealed two latent classes of teachers, "not" known a priori, with significant differences in levels of teachers' beliefs about readiness to teach science, technology, engineering, and mathematics. The teachers' teaching experience and their awareness of the importance of science, technology, engineering, and mathematics and potential challenges in teaching science, technology, engineering, and mathematics played a differential role in the classification of teachers into latent classes. In addition, the analysis of two open-ended survey questions revealed several themes in the early childhood teachers' opinions about early childhood science, technology, engineering, and mathematics education. Study findings support the necessity for professional development practices that will enhance teachers' understanding of the importance of early childhood science, technology, engineering, and mathematics education, as well as their knowledge of science, technology, engineering, and mathematics disciplines and potential challenges of teaching science, technology, engineering, and mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01