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A strengthened teaching mission in preschool: teachers' experiences, beliefs and strategies
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0003-3657-6223
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0002-7952-5111
2014 (English)In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 22, no 1, p. 73-88Article in journal (Refereed) Published
Abstract [en]

This paper aimed to explore how preschool teachers’ experience their strengthened teaching mission, specifically when working with scientific exploration. The study was based on the philosophy of the life-world, a branch of the phenomenological movement. Life-world philosophy focuses on the concrete reality humans inhabit and is responsive to its inherent ambiguity. The data consisted of written teacher responses and follow-up interviews. The findings showed a broad and multidimensional way of working with science and exploration in which embodied experiences and intertwined relationships were prominent. Teachers’ notions of what constitutes scientific exploration and learning represent a combination of science as literacy and science as inquiry, emphasising democracy, aesthetics, experimentation and reflection. Being present and focusing children’s relationship with the phenomena seem to be teachers’ strategies of handling their strengthened teaching mission.

Place, publisher, year, edition, pages
2014. Vol. 22, no 1, p. 73-88
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:ltu:diva-7688DOI: 10.1080/09669760.2013.809653Local ID: 617d1dfe-2279-451d-b50b-a99b6e59c25cOAI: oai:DiVA.org:ltu-7688DiVA: diva2:980578
Note
Validerad; 2014; 20130623 (suswes)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-02-05Bibliographically approved

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