"How am I supposed to do this on my own?": A case study on perspectives of preschool teachers regarding integrative STEM practices

2021-11-01
This article analyzes the perspectives of three preschool teachers on integrative STEM practices and the facilitating and hindering factors in their implementation. The participants were preschool teachers working at public preschools. They volunteered to participate in a 14-hour STEM professional development program and to share their perspectives on the implementation of integrative STEM practice. Here a case-study method is used to conduct an in-depth investigation. Data was collected from teachers through interviews, informal classroom observations, and document analysis. The factors facilitating or hindering the teachers’ implementation of integrative STEM practice were analyzed in three aspects: curriculum, pedagogy, learning environment, and the needs they observed while implementing these practices identified. The findings revealed that though the practices are developmentally appropriate to support active learning and timeeffectiveness, teachers find it challenging to integrate STEM into education by their own efforts alone. Daily routines, differences between individual children, and material and storage issues are major hindering factors they faced while implementing integrative STEM practices. According to findings, teachers need the support of administration, parents, and colleagues to implement integrative STEM practices. In the short term and the long term, to see a positive impact of integrative STEM practices, there is a need for a better quality context in the curriculum, pedagogy, and learning environment.
Journal of Early Childhood Research

Suggestions

Professional development challenges experienced by language instructors at a foundation university: a case
Yüksel, Burcu; Karaman, Abdullah Cendel; Department of English Language Teaching (2021-2-17)
This qualitative case study has been conducted in order to explore the challenges experienced by English language teachers regarding their professional development. The study was carried out in the English language preparatory program at a foundation university in central Turkey. Eight English language instructors working in the program participated in the study. The data were gathered through semi-structures interviews and researcher’s field notes. The results of the study demonstrated that even though par...
Investigating the Impact of Long-term Professional development through Teacher Evaluation
Oktay, Özlem; Eryılmaz, Ali (Nesibe Aydın Education Inst, 2020-9-8)
Educational reform efforts support professional development (PD) programs for teachers as a means to establishing possible outcomes that may affect changing teacher practices, student learning, and impact on economic and educational foundations. PD programs require evaluation in order to appraise their effectiveness, and seeking participant opinion following program implementation is one such valid method. The aim of the current study is to determine in-service physics teachers' evaluation about the impact ...
Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China
Tonga, Funda Eda; Eryiğit, Sümeyra; Yalçın, Fatma; Erden, Feyza Tantekin (2019-11-11)
The role of teachers in education is widely acknowledged in educational studies that routinely find that quality of teaching is fundamental to student success. Accordingly, this study set out to examine and describe the professional development of teachers in countries where students perform better in the PISA assessment, namely, Finland, Estonia, Japan, Singapore, and China. Data were obtained from primary sources and compared using Bereday's method. The general structure and systems used for professional ...
Child-centred education: preschool teachers' beliefs and self-reported practices
Sak, Ramazan; Erden, Feyza; Morrison, George S. (2016-01-01)
This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the participants' beliefs and practices related to developmental domains were not consistent with child-centred education, whereas their beliefs and practices involving the phy...
Continuing Professional Development for Language Teachers
Bal Gezegin, Betül; Seferoğlu, Gölge (University of Évora, 2019-01-01)
This paper reviews a selection of research from the field of teacher education with a focus on professional development (PD) for language teachers. For this purpose, it investigates target studies published in related academic journals between the years of 2010-2018. Following the steps of systematic review process, review of 33 studies yielded five main themes related to PD; a) PD as a reflective practice, b) PD as a transformative process, c) Role of Collaboration and cooperation in PD, d) INSETs as PD an...
Citation Formats
H. Ö. Demircan, ““How am I supposed to do this on my own?”: A case study on perspectives of preschool teachers regarding integrative STEM practices,” Journal of Early Childhood Research, vol. 0, no. 0, pp. 1–20, 2021, Accessed: 00, 2021. [Online]. Available: http://dx.doi.org/10.1177/1476718x211052749.