TY - CONF
T1 - Science and thematic teaching in preschool – pre- and in-service teachers’ expressed curriculum emphases during joint planning sessions
AU - Redfors, Andreas
AU - Fridberg, Marie
AU - Jonsson, Agneta
N1 - Conference code: 31
PY - 2023/8/30
Y1 - 2023/8/30
N2 - The focus of this study is pre-and in-service preschool teachers’ expressions of curriculum emphases during planning sessions for thematic teaching in exam-projects. Research shows how preschool teachers’ science knowledge is linked to their competence to teach science (Fleer, 2009) and a report points to science in preschool being treated as single ‘happenings’, not part of thematic teaching (Swedish Schools Inspectorate, 2018). Research highlights student teachers questioning the weak connection between exam theses and teacher profession (Arneback et al., 2016; Erixon Arreman & Erixon, 2015). The theoretical framework is constituted by developmental pedagogy (Pramling Samuelsson & Asplund Carlsson, 2008), children as human beings perspective (Qvortrup et al., 1994; Halldén, 2003), and curriculum emphases (Roberts, 1982). Pre- and in-service preschool teachers’ views have been collected through recorded planning meetings and questionnaires during a design-based research project in cooperation. A qualitative analysis of curriculum emphases, and didactical grounding of thematic teaching has been performed. We adhere to ethical guidelines of the Swedish Research Council (2017) concerning conduct and data handling. Specific attention was given to informed consent, voluntary participation, and anonymity. The curriculum emphasis ‘Everyday applications’ stands out, strongly related to a ‘being-perspective’ of the children. The analysed planning sessions indicate the value of pre- and in-service preschool teachers working jointly with thematic science teaching during exam work. Studies of pre- and in-service preschool teachers’ science teaching are still lacking (Redfors et al., 2022). This is addressed here through design-based research on exam-work in preschool teacher education including thematic teaching informing future practice.
AB - The focus of this study is pre-and in-service preschool teachers’ expressions of curriculum emphases during planning sessions for thematic teaching in exam-projects. Research shows how preschool teachers’ science knowledge is linked to their competence to teach science (Fleer, 2009) and a report points to science in preschool being treated as single ‘happenings’, not part of thematic teaching (Swedish Schools Inspectorate, 2018). Research highlights student teachers questioning the weak connection between exam theses and teacher profession (Arneback et al., 2016; Erixon Arreman & Erixon, 2015). The theoretical framework is constituted by developmental pedagogy (Pramling Samuelsson & Asplund Carlsson, 2008), children as human beings perspective (Qvortrup et al., 1994; Halldén, 2003), and curriculum emphases (Roberts, 1982). Pre- and in-service preschool teachers’ views have been collected through recorded planning meetings and questionnaires during a design-based research project in cooperation. A qualitative analysis of curriculum emphases, and didactical grounding of thematic teaching has been performed. We adhere to ethical guidelines of the Swedish Research Council (2017) concerning conduct and data handling. Specific attention was given to informed consent, voluntary participation, and anonymity. The curriculum emphasis ‘Everyday applications’ stands out, strongly related to a ‘being-perspective’ of the children. The analysed planning sessions indicate the value of pre- and in-service preschool teachers working jointly with thematic science teaching during exam work. Studies of pre- and in-service preschool teachers’ science teaching are still lacking (Redfors et al., 2022). This is addressed here through design-based research on exam-work in preschool teacher education including thematic teaching informing future practice.
M3 - Oral presentation
T2 - 31st EECERA CONFERENCE Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development
Y2 - 30 August 2023 through 2 September 2023
ER -
