Literaturnachweis - Detailanzeige
| Autor/inn/en | Oon, Pey-Tee; Hu, Bi Ying; Wei, Bing |
|---|---|
| Titel | Early Childhood Educators' Attitudes toward Science Teaching in Chinese Schools |
| Quelle | In: Australasian Journal of Early Childhood, 44 (2019) 4, S.423-435 (13 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1836-9391 |
| DOI | 10.1177/1836939119870890 |
| Schlagwörter | Science Instruction; Preschool Education; Preschool Teachers; Teacher Attitudes; Measures (Individuals); Student Centered Learning; Teaching Methods; Self Efficacy; Science Activities; Pedagogical Content Knowledge; Barriers; Time Management; Educational Resources; Foreign Countries; China Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrerverhalten; Messdaten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Zeitmanagement; Bildungsmittel; Ausland |
| Abstract | The study looked at early childhood education teachers' views on teaching science in China using the Preschool-Teachers' Attitudes and Beliefs toward Science Teaching (P-TABS) instrument. A total of 245 teachers from 60 preschools in Guangdong province in China, selected through a stratified random sampling approach, participated in the current study. The instrument was validated and results were analyzed using the Rasch model. Results revealed that although the sampled teachers support child-centered learning, early childhood education teachers are somewhat uncomfortable in planning science activities that are engaging of preschoolers. The teachers report low confidence in their ability as science teachers and perceived themselves to have inadequate science knowledge. They noted a number of challenges associated with the teaching of science including the overloaded teaching commitments and the lack of resources for use in science activities. (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: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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