Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making

Karabon, Anne

doi:10.1016/j.tate.2021.103449

Cited by 15 publications

(8 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Early childhood educators have argued that curriculum and learning areas should be integrated through child-centered epistemologies (Gunn et al, 2021;Karabon, 2021). But the immediate and unwritten nature of learning in early childhood education has complicated this further.…”

Section: Epistemological Beliefs and Pedagogical Content Knowledge In...mentioning

confidence: 99%

“…However, limited studies have investigated the interrelationships between components in understanding the construction of PCK in the early science education research literature (Gropen et al, 2017;Kutluca, 2021b;Kutluca & Nacar, 2021). Karabon (2021) suggested that the connection between preschool teachers' epistemological and practical knowledge affects their pedagogical decisions and conceptualizations. For this reason, it can be thought that all decisions about teaching are the product of professional epistemologies.…”

Section: The Context Of This Studymentioning

confidence: 99%

“…For this reason, it can be thought that all decisions about teaching are the product of professional epistemologies. This has shown that the complex relationships between early science teaching and epistemological beliefs are a phenomenon that needs to be discussed through the teacher's PCK and from a qualitative perspective (Karabon, 2021;Wu et al, 2021).…”

Section: The Context Of This Studymentioning

confidence: 99%

“…According to the results of this research, PCK maps of the preschool teachers with higher epistemological beliefs have a more holistic structure. Although some early science education and PCK researchers (Andersson & Gullberg, 2014;Gess-Newsome, 2015;Karabon, 2021) argue that orientations play an important role in developing PCK and changing teaching practice, no research pays specific attention to epistemological orientations in the context of early science teaching and PCK. However, the aforementioned finding supports the findings of Suh and Park's (2017) research in the context of 5 th -grade students.…”

Section: The Effect Of Epistemological Beliefs On Pck Integrationsmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the Effects of Preschool Teachers’ Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching

Kutluca

Mercan

2022

EUR J SCI MATH ED

View full text Add to dashboard Cite

This exploratory case study aims to determine how preschool teachers' epistemological beliefs influence their pedagogical conceptualizations of science teaching. The research was conducted with a total of 10 teachers that were selected among 61 preschool teachers by their epistemological beliefs. The participants were divided into two sub-groups consisting of five persons each to represent the lower and higher epistemological profiles, based on their scores obtained from the Epistemological Belief Scale Towards Learning (EBSTL). A written form (Content Representation Task [CRT]) reflecting the content representations (CoRes) methodology was applied to determine these participants' pedagogical conceptualizations of early childhood science teaching and to reveal their PCK integration. The qualitative data collected in this way were analyzed through the constant comparative method, inductive content analysis, in-depth explicit PCK analysis, enumerative approach, and PCK mapping. The analysis results showed that preschool teachers in the higher epistemological beliefs referred more to the science literacy vision and tended to use inquiry-based teaching approaches, and they addressed science teaching in a more holistic structure. Finally, both groups of teachers were insufficient to integrate assessment and curriculum components into early childhood science teaching. The results showed that epistemological beliefs directed the early childhood science teaching practices based on science literacy vision.

show abstract

Section: Epistemological Beliefs and Pedagogical Content Knowledge In...mentioning

confidence: 99%

Section: The Context Of This Studymentioning

confidence: 99%

Section: The Context Of This Studymentioning

confidence: 99%

Section: The Effect Of Epistemological Beliefs On Pck Integrationsmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the Effects of Preschool Teachers’ Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching

Kutluca

Mercan

2022

EUR J SCI MATH ED

View full text Add to dashboard Cite

show abstract

“…Children should be guided rather than led along a path that interests them. Another job for teachers, according to Karabon (2021), is to help in the invention, planning, and enactment of a high-quality, play-based, developmentally effective curriculum to support physical, intellectual, psychological, and human growth. Other responsibilities include developing timetables and schedules to familiarise learners with everyday behaviour and basic needs (e.g., handwashing), as well as serving them lunch and making sure they get enough sleep; educating children in pre-literacy, reading, and language abilities, motor skills, and shape and colour recognition; and planning activities to encourage and accelerate their development.…”

Section: Introductionmentioning

confidence: 99%

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

Mohammed

View full text Add to dashboard Cite

This study explored teachers’ understanding and enactment of Inclusion in Early Childhood Education (IECE) in Ghana. Inclusion theorises that, every child of school-going age must have access to quality education regardless of their cultural and socioeconomic dissimilarity. The keystone of the policy is to stimulate inclusion and lessen exclusions in the educational system. By utilising an interpretive qualitative multi-case study approach involving semi-structured interviews, observation, and photo-elicitation instruments, data from six study teachers was collected. The inductive thematic analysis method was used to interpret the data. Findings from the study revealed IECE was understood as the accommodation and merging of learners with disability with their mainstream peers in the same learning environment to reduce stigmatisation, segregation, and exclusionary practices. Disability was a major factor influencing Ghana’s IECE practices, more than equity issues, ability, and stage of child’s enrolment. Despite the progressive principles underpinning IECE, the enactment of the programmes is encountering challenges due to various debilitating factors such as the lack of educational resources, funding, inappropriate training programmes, and conservative cultural views towards children with disabilities. The study recommended that for a high level of IECE practice, the policy should be supported by effective and ongoing training, Government support by providing the required resources, clear policy guidelines, and employing teachers with knowledge and understanding IECE. For an IECE school to succeed, a culture mind shift must begin at the top, with a coherent understanding, shared vision throughout the entire staff, commitment, and best practices in teaching and learning throughout the whole school community. Teachers, policymakers, and other role-players in education should view IECE in the context of learners’ rights to education rather than focusing on disability problems associated with exclusion and segregation. The exploration concludes that, even though the enactment of IECE is fraught with impediments, it is a reasonable practice that should be enacted to achieve national objectives since IECE exposes children to information and skills which is vital for economic growth and confidence building. By meaningfully adopting IECE and enacting it successfully, the nation’s current and future human resource development, will be enhanced. building. By meaningfully adopting the IECE policy and enacting it successfully, the nation’s current and future human resource development, will be enhanced.

show abstract

Novice and expert teachers’ use of content-related knowledge during pedagogical reasoning

Pilous

Leuders

Rüede

2023

Teaching and Teacher Education

View full text Add to dashboard Cite

Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making

Cited by 15 publications

References 42 publications

Exploring the Effects of Preschool Teachers’ Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching

Exploring the Effects of Preschool Teachers’ Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

Novice and expert teachers’ use of content-related knowledge during pedagogical reasoning

Contact Info

Product

Resources

About