Aligning early childhood science teaching beliefs, practices, and children’s learning outcomes: the impact of a professional development program DOI Creative Commons
Shiyi Chen,

Rebecca Sermeno,

Kathryn Hodge

et al.

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: April 16, 2025

Introduction Science teaching belief-practice alignment is critical for ensuring high-quality, effective instruction that supports young children’s learning and engagement in science. The goal of this study to examine the between preschool kindergarten teachers’ self-reported science beliefs observed practices before after a professional development (PD) program explore whether associated with outcomes. research questions are: (1) Whether what extent do align PD program? (2) are inquiry skills Methods A total 22 teachers 159 children ( M age = 47.78 months) from Northwest state U.S. participated program. Teachers’ efficacy directly assessed were measured one-year Results Multilevel regression results revealed not correlated practice but significantly aligned following its completion. Further, while PD, positive correlation emerged PD. Discussion Our findings suggest potential targeted programs fostering early childhood alignment. also indicate may be robust predictor outcomes unless they practices.

Language: Английский

Aligning early childhood science teaching beliefs, practices, and children’s learning outcomes: the impact of a professional development program DOI Creative Commons
Shiyi Chen,

Rebecca Sermeno,

Kathryn Hodge

et al.

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: April 16, 2025

Introduction Science teaching belief-practice alignment is critical for ensuring high-quality, effective instruction that supports young children’s learning and engagement in science. The goal of this study to examine the between preschool kindergarten teachers’ self-reported science beliefs observed practices before after a professional development (PD) program explore whether associated with outcomes. research questions are: (1) Whether what extent do align PD program? (2) are inquiry skills Methods A total 22 teachers 159 children ( M age = 47.78 months) from Northwest state U.S. participated program. Teachers’ efficacy directly assessed were measured one-year Results Multilevel regression results revealed not correlated practice but significantly aligned following its completion. Further, while PD, positive correlation emerged PD. Discussion Our findings suggest potential targeted programs fostering early childhood alignment. also indicate may be robust predictor outcomes unless they practices.

Language: Английский

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