Training Professional Kindergarten Teachers and Preservice Kindergarten Teachers in Astronomy Education: The Challenges of the ABATAC Project DOI Open Access
Maria Ampartzaki, Sophia Chatzoglidou, Michail Kalogiannakis

и другие.

European Journal of Education and Pedagogy, Год журнала: 2024, Номер 5(2), С. 113 - 122

Опубликована: Апрель 19, 2024

This article discusses the challenges faced by professional kindergarten teachers (PTs) and preservice (PSTs) during their participation in ABATAC project, which took place academic year 2021–2022. The project’s aim was to provide astronomy training PTs PSTs, enabling them plan deliver lessons for young children. A combined quantitative qualitative analysis of data conducted comprehend difficulties encountered participants implementation classrooms. research showed that had an overall positive impact did not present significant participants. However, some stood out included developing age-appropriate children implementing ABATAC’s methodological approaches. Although limited knowledge concepts lacked experience teaching activities, confidence self-efficacy delivering activities improved after training. Additionally, other issues, such as navigating course, were also brought up. program appears have contributed increase participants’ readiness organize implement teaching.

Язык: Английский

Training Professional Kindergarten Teachers and Preservice Kindergarten Teachers in Astronomy Education: The Challenges of the ABATAC Project DOI Open Access
Maria Ampartzaki, Sophia Chatzoglidou, Michail Kalogiannakis

и другие.

European Journal of Education and Pedagogy, Год журнала: 2024, Номер 5(2), С. 113 - 122

Опубликована: Апрель 19, 2024

This article discusses the challenges faced by professional kindergarten teachers (PTs) and preservice (PSTs) during their participation in ABATAC project, which took place academic year 2021–2022. The project’s aim was to provide astronomy training PTs PSTs, enabling them plan deliver lessons for young children. A combined quantitative qualitative analysis of data conducted comprehend difficulties encountered participants implementation classrooms. research showed that had an overall positive impact did not present significant participants. However, some stood out included developing age-appropriate children implementing ABATAC’s methodological approaches. Although limited knowledge concepts lacked experience teaching activities, confidence self-efficacy delivering activities improved after training. Additionally, other issues, such as navigating course, were also brought up. program appears have contributed increase participants’ readiness organize implement teaching.

Язык: Английский

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