ERIC Number: EJ1044780
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0890-6459
EISSN: N/A
More than a Read-Aloud: Preparing and Inspiring Early Childhood Teachers to Develop Our Future Scientists
Atiles, Julia T.; Jones, Jennifer L.; Anderson, James A.
Teacher Education and Practice, v26 n2 p285-299 Spr 2013
The purpose of this study was to examine the impact of professional development on teachers' knowledge of teaching science and sense of efficacy regarding the teaching of science. In addition, the study explores the association between knowledge of teaching science and efficacy regarding the teaching of science. Participants included 28 early childhood teachers from seven school districts, predominantly rural with high incidence of poverty. Results indicate gains in teachers' knowledge of teaching science and their sense of efficacy after participating in professional development. Implications include the need to integrate STEM (science, technology, engineering, and mathematics) content and language arts curricula into early childhood classrooms.
Descriptors: Scientists, Science Careers, Science Instruction, Faculty Development, STEM Education, Language Arts, Early Childhood Education, Course Content, Correlation, Rural Schools, Poverty, Knowledge Base for Teaching, Pedagogical Content Knowledge, Teacher Educators, Preschool Teachers, College School Cooperation, Teacher Attitudes, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A