Engineering to Understand: Reflections on a Learning and Teaching Partnership for Preservice Early Grades Teachers and Preschoolers

Autor/in	Eckhoff, Angela
Titel	Engineering to Understand: Reflections on a Learning and Teaching Partnership for Preservice Early Grades Teachers and Preschoolers
Quelle	In: Journal of Early Childhood Teacher Education, 44 (2023) 1, S.118-142 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2021.2015492
Schlagwörter	Engineering; STEM Education; Preschool Education; Preschool Children; Preschool Teachers; Pedagogical Content Knowledge; Design; Preservice Teachers; Preservice Teacher Education; Partnerships in Education; Preschool Curriculum; Lesson Plans + Suchen Sie Ihr Suchwort? Maschinenbau; STEM; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Hochschulpartnerschaft; Lesson planning; Unterrichtsplanung
Abstract	Even with increasing calls for both researchers and educators to attend to the "E" in STEM from within the larger field of STEM education, little is known about the practices that serve to support early educators' pedagogy and related content knowledge of engineering design. Using multiple methods in a revelatory, embedded, single-case design, this research provides an explanatory account of preservice teachers (PTs) engagement during a structured field experience with preschoolers designed to foster their understanding of design-based engineering though collaborative learning and teaching experiences. Research Findings: Findings reveal that the PTs developed more robust understandings of design-based engineering and stronger self-efficacy beliefs related to their practice following participation in the learning and teaching collaborative project. PTs also voiced concerns over perceived challenges of integrating engineering instruction within the pedagogically and content restrictive environments of contemporary early childhood classrooms. Practice or Policy: Additionally, this research suggests that guided teaching and learning partnerships can support early childhood teacher preparation programs in developing preservice teachers' understandings of the interrelationships between engineering and other aspects of the curriculum using emergent curricular approaches and interactional, play-based pedagogies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01