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The importance of preschool teachers’ knowledge for quality in early childhood education
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik. (Early Childhood Education (ECE)​)ORCID-id: 0000-0002-0776-3110
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik. (Early Childhood Education (ECE)​)
2014 (engelsk)Inngår i: 24th EECERA annual conference ’Us, Them and Me: Universal, Targeted or Individuated Early Childhood Programmes’: Abstract Book, 2014, s. 54-54Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The research objective is to explore the knowledge teachers in Botswana and Sweden, which is important and/or necessary when they teach mathematics and science in Early Childhood Education (ECE). The aim is to discern the basic teacher knowledge that might be global and knowledge shaped by culture. Previous research shows that Pedagogical Content Knowledge (PCK) in early childhood includes didactical considerations in relation to culture and children’s experiences (e.g. Clements & Sarama, 2009). According to Shulman (1986) and later Grossman (1990) teachers’ subject knowledge and pedagogical content knowledge both influence teaching. The study involves one survey in Sweden with 64 preschool teachers and one survey in Botswana with 65 preschool educators.  We have also used focus groups interviews to gain deeper knowledge of certain issues.

We follow the ethical rules for researchers in both countries. The considerations include informed consent and confidentiality. The knowledge base teachers need in preschool include pedagogical and didactical knowledge together with subject knowledge. Data shows that there is basic knowledge that is similar and maybe global when it comes to mathematics and science. However, some knowledge is shaped by culture, local traditions and expectations. To ensure quality education for the youngest children educated teachers with knowledge about content like mathematics and science is needed. Teachers also need knowledge about children and of the learning strategies they are using. Teacher knowledge also includes curriculum goals and how to implement curriculum in daily activities and play.

sted, utgiver, år, opplag, sider
2014. s. 54-54
Emneord [en]
Mathematics, Science, Preschool, Teaching, Pedagogical Content Knowledge
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-17628OAI: oai:DiVA.org:hig-17628DiVA, id: diva2:751922
Konferanse
24th EECERA annual conference,‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes', 7-10 September 2014, Crete, Greece
Forskningsfinansiär
Sida - Swedish International Development Cooperation AgencyTilgjengelig fra: 2014-10-02 Laget: 2014-10-01 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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