Preschool Teachers' Work with Curriculum Content Areas in Relation to Their Professional Competence and Group Size in Preschool: A Mixed-Methods Analysis

Autor/inn/en	Nasiopoulou, Panagiota; Williams, Pia; Lantz-Andersson, Annika
Titel	Preschool Teachers' Work with Curriculum Content Areas in Relation to Their Professional Competence and Group Size in Preschool: A Mixed-Methods Analysis
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 3, S.533-548 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nasiopoulou, Panagiota) ORCID (Williams, Pia) ORCID (Lantz-Andersson, Annika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1897875
Schlagwörter	Preschool Teachers; Preschool Curriculum; Teacher Competencies; Preferences; Reading Instruction; Writing Instruction; Class Size; Student Centered Learning; Foreign Countries; Educational Quality; Barriers; Teacher Attitudes; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrkunst; Leseunterricht; Schreibunterricht; Klassengröße; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Quality of education; Bildungsqualität; Lehrerverhalten; Schweden
Abstract	This study explores preschool teachers' considerations regarding their work with curriculum content areas and examines possible relationships with their professional competence and group size. Drawing on Bronfenbrenner's ecological systems theory and mixed-methods analytical procedure, this study analyzes 698 preschool teachers' considerations on a set of 12 curriculum content areas. The results revealed reading and writing as the two least emphasized content areas. No significant relationship was found among preschool teachers' ratings of these content areas, their professional background, and group size. Prominent in preschool teachers' reasoning for rating reading and writing as least emphasized, is a child-directed approach implying that these content areas are not involved in their professional assignment and therefore included merely as a response to children's specific displayed interest. Implications for the content of early education programs and continuing professional development models are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01