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Journal of Early Childhood Teacher Education Volume 39, 2018 - Issue 3
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Original Articles

Preparing early childhood preservice teachers for science teaching: aligning across a teacher preparation program

Christine N. LippardDepartment of Human Development and Family Studies, Iowa State University, Ames, Iowa, USACorrespondence[email protected]
,
Kristina TankSchool of Education, Iowa State University, Ames, Iowa, USA
,
Melissa C. WalterDepartment of Human Development and Family Studies, Iowa State University, Ames, Iowa, USA
,
Jackie KroghDepartment of Human Development and Family Studies, Iowa State University, Ames, Iowa, USA
&
Karen ColbertDepartment of Human Development and Family Studies, Iowa State University, Ames, Iowa, USA
Pages 193-212 | Received 16 Dec 2016, Accepted 06 Mar 2018, Published online: 17 Jul 2018

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Hope K. Gerde, Gary E. Bingham, Melody Kung, Arianna E. Pikus & Hannah Etchison. (2023) 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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Julia Mareike Barenthien & Simone Dunekacke. (2022) The implementation of early science education in preschool teachers’ initial teacher education. A survey of teacher educators about their aims, practices and challenges in teaching science. Journal of Early Childhood Teacher Education 43:4, pages 600-618.
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Julia Barenthien, Elisa Oppermann, Yvonne Anders & Mirjam Steffensky. (2020) Preschool teachers’ learning opportunities in their initial teacher education and in-service professional development – do they have an influence on preschool teachers’ science-specific professional knowledge and motivation?. International Journal of Science Education 42:5, pages 744-763.
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