The Conflict within the Role: A Longitudinal Study of Preschool Student Teachers' Developing Competence in and Attitudes towards Science Teaching in Relation to Developing a Professional Role

Autor/inn/en	Sundberg, Bodil; Ottander, Christina
Titel	The Conflict within the Role: A Longitudinal Study of Preschool Student Teachers' Developing Competence in and Attitudes towards Science Teaching in Relation to Developing a Professional Role
Quelle	In: Journal of Early Childhood Teacher Education, 34 (2013) 1, S.80-94 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2013.758540
Schlagwörter	Teacher Education; Teacher Education Programs; Preschool Teachers; Teacher Attitudes; Student Teachers; Teacher Role; School Culture; Science Activities; Pedagogical Content Knowledge; Role Conflict; Longitudinal Studies; Science Instruction; Questionnaires; Sweden + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerrolle; Schulkultur; Schulleben; Pädagogische Kompetenz; Rollenkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fragebogen; Schweden
Abstract	The aim of this exploratory, longitudinal study was to describe an overall picture of how perceptions of the teacher role and attitudes toward science and science teaching develop and interact during preschool teacher education, and how this in turn influences behavior when students are engaged in teaching science. Sixty-five students enrolled in a preschool teacher education program at a Swedish university were followed throughout their teacher education. The study used a phenomenographic approach within a theoretical framework of sociocultural and situated learning perspective. Questionnaires with open and closed questions were combined with interviews. The results show that in spite of growing competence and confidence, many of the students still found science activities to be awkward in preschool, mainly due to a wish to protect the children from school culture. The results have implications for teacher education and the preschool community, showing a need to problematize the purpose of teaching science in preschool and the meaning of pedagogical content knowledge in this context. (Contains 1 figure and 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10