Enhancing preschool teachers' reflective thinking on science teaching and learning using video reflections.
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| Title: | Enhancing preschool teachers' reflective thinking on science teaching and learning using video reflections. |
|---|---|
| Authors: | Hong, Soo-Young1 (AUTHOR) shong5@unl.edu, Hamel, Erin1 (AUTHOR), Joo, Yuenjung1 (AUTHOR), Burton, Anna1 (AUTHOR) |
| Source: | Journal of Early Childhood Teacher Education. Oct-Dec2023, Vol. 44 Issue 4, p791-811. 21p. 6 Charts, 1 Graph. |
| Subject Terms: | *Preschool teachers, *Career development, *Teacher attitudes, *Critical thinking, *Reflective learning, Video excerpts |
| Abstract: | Reflective practice is one of the key recommended practices in early childhood (EC) education and has been positively associated with the quality of EC teaching; however, research on reflective practice in preschool teaching is limited. In this study, we examined four preschool teachers' reflections on their science teaching exhibited through a four-session science professional development (PD) experience. In the PD sessions, teachers reflected with a facilitator on video clips of their interactions with children as well as children's interactions with science materials; and were provided additional resources that might enhance their reflection. In addition, we investigated change in teachers' attitudes toward teaching young children science before and after the PD experiences. Findings: On average, teachers showed lower levels of reflections (i.e., Description, Justification). However, teachers provided significantly fewer Descriptions (level 1) and more Critiques (level 3) during the last reflection/PD session compared with the prior three sessions when examined more in depth. The teachers showed somewhat different patterns in their attitudes before and after the PD. Practice: PD and reflection sessions with a combination of resources and video reflections seem to help EC teachers enhance the capacity to deepen their reflections about their teaching practices. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 174032358 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enhancing preschool teachers' reflective thinking on science teaching and learning using video reflections. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hong%2C+Soo-Young%22">Hong, Soo-Young</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> shong5@unl.edu</i><br /><searchLink fieldCode="AR" term="%22Hamel%2C+Erin%22">Hamel, Erin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Joo%2C+Yuenjung%22">Joo, Yuenjung</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Burton%2C+Anna%22">Burton, Anna</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Early+Childhood+Teacher+Education%22">Journal of Early Childhood Teacher Education</searchLink>. Oct-Dec2023, Vol. 44 Issue 4, p791-811. 21p. 6 Charts, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br /><searchLink fieldCode="DE" term="%22Video+excerpts%22">Video excerpts</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Reflective practice is one of the key recommended practices in early childhood (EC) education and has been positively associated with the quality of EC teaching; however, research on reflective practice in preschool teaching is limited. In this study, we examined four preschool teachers' reflections on their science teaching exhibited through a four-session science professional development (PD) experience. In the PD sessions, teachers reflected with a facilitator on video clips of their interactions with children as well as children's interactions with science materials; and were provided additional resources that might enhance their reflection. In addition, we investigated change in teachers' attitudes toward teaching young children science before and after the PD experiences. Findings: On average, teachers showed lower levels of reflections (i.e., Description, Justification). However, teachers provided significantly fewer Descriptions (level 1) and more Critiques (level 3) during the last reflection/PD session compared with the prior three sessions when examined more in depth. The teachers showed somewhat different patterns in their attitudes before and after the PD. Practice: PD and reflection sessions with a combination of resources and video reflections seem to help EC teachers enhance the capacity to deepen their reflections about their teaching practices. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10901027.2022.2149435 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 791 Subjects: – SubjectFull: Preschool teachers Type: general – SubjectFull: Career development Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Reflective learning Type: general – SubjectFull: Video excerpts Type: general Titles: – TitleFull: Enhancing preschool teachers' reflective thinking on science teaching and learning using video reflections. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hong, Soo-Young – PersonEntity: Name: NameFull: Hamel, Erin – PersonEntity: Name: NameFull: Joo, Yuenjung – PersonEntity: Name: NameFull: Burton, Anna IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct-Dec2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 10901027 Numbering: – Type: volume Value: 44 – Type: issue Value: 4 Titles: – TitleFull: Journal of Early Childhood Teacher Education Type: main |
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