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

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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