Preschool Student Teachers, Technology, and Gender: Positive Expectations Despite Mixed Experiences from Their Own School Days

Autor/inn/en	Hedlin, Maria; Gunnarsson, Gunilla
Titel	Preschool Student Teachers, Technology, and Gender: Positive Expectations Despite Mixed Experiences from Their Own School Days
Quelle	In: Early Child Development and Care, 184 (2014) 12, S.1948-1959 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.896352
Schlagwörter	Foreign Countries; Preschool Teachers; Student Teachers; Gender Differences; Expectation; STEM Education; Student Interests; Qualitative Research; Technology Education; Females; Student Teacher Attitudes; Identification (Psychology); Masculinity; Student Experience; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Geschlechterkonflikt; Expectancy; Erwartung; STEM; Studieninteresse; Qualitative Forschung; Technisch-naturwissenschaftlicher Unterricht; Weibliches Geschlecht; Männlichkeit; Studienerfahrung; Schweden
Abstract	The Swedish preschool curriculum emphasises preschool teachers' task to stimulate children's interest in science and technology. Technology education, however, has not always had a given place in Swedish early childhood education, and this has been associated with female preschool teachers' fear of technology. This qualitative study explores how students training to be teachers in Swedish preschool view both the technology education they themselves received during their school days and their future task of teaching technology in preschool. The study's empirical material is an assignment that the students did within their Preschool Teacher Programme. Seventy-nine students, including 77 women and 2 men, described their experiences in writing. Many students describe a boring technology education which made them, as girls, feel marginalised. However, there were also those who felt quite at ease with their technology classes. Nevertheless, the students, regardless of their former experiences, have a positive attitude towards the task of teaching technology. Technology education in preschool is viewed as something quite different from the technology education they themselves had in school. The students stress that technology in early childhood education should be something that children and preschool teachers explore together. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10