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?-Reference-Cited by-同舟云学术

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?

Published:2020-02-16 Issue:5 Volume:42 Page:744-763
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Barenthien Julia¹^ORCID,Oppermann Elisa²^ORCID,Anders Yvonne²,Steffensky Mirjam¹

Affiliation:

1. Department of Chemistry Education, Leibniz Institute for Science and Mathematics Education, Kiel, Germany

2. Department of Early Childhood Education, University of Bamberg, Bamberg, Germany

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2020.1727586

Reference49 articles.

1. Declarative and dynamic pedagogical content knowledge as elicited through two video-based interview methods

2. Self-efficacy: Toward a unifying theory of behavioral change.

3. Exploring preschool teachers’ science-specific knowledge

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