Picturing Pre-Service and In-Service Teachers' Views about Scientists and Science Teaching

Autor/inn/en	Uçar, Sedat; Eti, Inanç; Demircioglu, Tuba; Aktas Arnas, Yasare
Titel	Picturing Pre-Service and In-Service Teachers' Views about Scientists and Science Teaching
Quelle	In: International Journal of Early Years Education, 31 (2023) 3, S.773-789 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uçar, Sedat) ORCID (Eti, Inanç) ORCID (Demircioglu, Tuba) ORCID (Aktas Arnas, Yasare)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1814218
Schlagwörter	Preservice Teachers; Experienced Teachers; Student Attitudes; Teacher Attitudes; Scientists; Science Instruction; Cognitive Tests; Freehand Drawing; Personality Measures; Projective Measures; Foreign Countries; Early Childhood Education; Early Childhood Teachers; Turkey; Draw a Person Test + Suchen Sie Ihr Suchwort? Schülerverhalten; Lehrerverhalten; Scientist; Wissenschaftler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kognitiver Fähigkeitstest; Drawing; Zeichnen; Projective test; Projektiver Test; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Türkei
Abstract	Courses in teacher training programmes, especially science method courses, play a major role in the development of beliefs. Because children's science learning starts in preschool years, it is critical to investigate early childhood teachers' beliefs about scientists and science teaching. The purpose of this study was to describe, document, and then compare the pre-service and in-service early childhood teachers' beliefs about scientists and science teaching. A causal-comparative design with unequal sample sizes was used. The independent variables were the type of service, pre-service or in-service. The dependent variable was the score obtained on the 'Draw a Scientist Test' and the 'Draw a Science Teacher Test'. The sample consisted of 139 pre-service and in-service early childhood teachers. Pre-service teachers were studying in a teacher-training programme at a major research university and in-service teachers were working in public schools in the south part of Turkey. The results indicate that inservice teachers held more stereotypical images than pre-service teachers about scientists. In addition, pre-service teachers had positive belief of scientists while in the training programme, but in-service teachers lacked this positive belief. A key implication of the study is that more professional training for in-service teachers should be offered within professional development programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01