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Early Child Development and Care Volume 191, 2021 - Issue 5
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Articles

Preschool teachers’ science practices: associations with teachers’ qualifications and their self-efficacy beliefs in science

Elisa OppermannDepartment of Education and Psychology, Freie Universität Berlin, Berlin, GermanyCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1286-5725View further author information
ORCID Icon,
Theresia HummelDepartment of Education and Psychology, Freie Universität Berlin, Berlin, GermanyView further author information
&
Yvonne AndersDepartment of Education and Psychology, Freie Universität Berlin, Berlin, GermanyView further author information
Pages 800-814 | Received 19 Jul 2019, Accepted 19 Jul 2019, Published online: 31 Jul 2019

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Yi-Chun Chen, Hsin-Kai Wu & Ching-Ting Hsin. (2022) Science teaching in kindergartens: factors associated with teachers’ self-efficacy and outcome expectations for integrating science into teaching. International Journal of Science Education 44:7, pages 1045-1066.
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Tuula H. Skarstein & Ingunn Berrefjord Ugelstad. (2020) Outdoors as an arena for science learning and physical education in kindergarten. European Early Childhood Education Research Journal 28:6, pages 923-938.
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Articles from other publishers (15)

Yvonne Anders & Elisa Oppermann. (2024) Frühpädagogische Qualität in Kindertageseinrichtungen: Eine Erweiterung des Struktur-Prozess-ModellsQuality in early childhood education and care: A theoretical research synthesis and an integral framework of pedagogical quality. Zeitschrift für Erziehungswissenschaft 27:2, pages 551-577.
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Ayala Raviv & Iris Galili. (2023) Preschool Teachers’ Attitudes Towards the Implementation of Science and Technology Studies in Preschool. Early Childhood Education Journal 52:3, pages 575-585.
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Aysun Ata Aktürk & Mustafa Çetin. (2024) Heeding the Voices of Pre-Service Early Childhood Education Teachers: Their Beliefs about Early Childhood Science Education and Self-Efficacy for Teaching Science. Yaşadıkça Eğitim 38:1, pages 105-119.
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Nadine Besser, Christine Kaiser, Dorothea Dornheim & Simone Lehrl. (2024) Die Bedeutung von Selbstwirksamkeitserwartungen frühpädagogischer Fachkräfte für die Qualität unterstützender Fachkraft-Kind-Interaktionen und die Häufigkeit mathematischer Aktivitäten. Frühe Bildung 13:1, pages 20-28.
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Dilara Özbey & Ali Yiğit Kutluca. (2023) Montessori Uygulayıcısı Erken Çocukluk Dönemi Eğitimcilerinin Bilimsel Süreç Becerilerinin Kazandırılmasına İlişkin Görüş ve Uygulamalarının İncelenmesi. Yaşadıkça Eğitim 37:3, pages 683-710.
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Hadas Schori & Adiv Gal. (2023) Perception and Self-efficacy to Teach Science in Kindergarten: Undergraduate Students’ and Teachers’ Point of View. Early Childhood Education Journal.
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Hope K. Gerde, Gary E. Bingham, Melody Kung, Arianna E. Pikus & Hannah Etchison. (2022) STEM Labs: A promising professional learning approach to promote teacher–child interaction quality and science and engineering practices. Early Education and Development 34:5, pages 1147-1171.
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Ching-Ting Hsin, Hsin-Kai Wu, Jyh-Chong Liang & Di Tam Luu. (2022) Factors predicting kindergarten teachers’ integration of science into their teaching in indigenous areas. Australasian Journal of Early Childhood 48:1, pages 50-65.
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Aikaterini Draganoudi, George Kaliampos, Konstantinos Lavidas & Konstantinos Ravanis. (2023) Developing a research instrument to record pre-school teachers’ beliefs about teaching practices in natural sciences. South African Journal of Education 43:1, pages 1-16.
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Pi-Chun Hsu, Truong Thi Hong Thuy & Ru-Si Chen. (2021) Female Preschool Teachers’ Perceptions of Mobile Communities and Teacher Self-efficacy for Professional Development: The Mediating Effects of Trust and Interaction via Mobile Apps. The Asia-Pacific Education Researcher 31:2, pages 147-154.
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Ana Ocasio, Talia Waltzer, Camilla Caudy & Heidi Kloos. (2021) Are preschoolers expected to learn difficult science constructs? A content analysis of U.S. standards. Journal of Childhood, Education & Society 2:3, pages 364-390.
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Elif Buldu & Metehan Buldu. (2021) Investigating Pre-Service Early Childhood Teachers’ cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe. SAGE Open 11:2, pages 215824402110255.
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Özlem Yurt Tarakçı, Sadiye Keleş & Esra Betül Kölemen. (2020) PRESCHOOL TEACHERS’ SCIENCE TALKS DURING PICTURE STORYBOOK TELLING. Journal of Baltic Science Education 19:6, pages 940-953.
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Rachel A. Larimore. (2020) Preschool Science Education: A Vision for the Future. Early Childhood Education Journal 48:6, pages 703-714.
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Elisa Oppermann, Lena Keller & Yvonne Anders. (2020) Geschlechtsunterschiede in der kindlichen MINT-Lernmotivation: Forschungsbefunde zu bestehenden Unterschieden und Einflussfaktoren. Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research 15:1-2020, pages 38-52.
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