Dissertation: Selbstwirksamkeitserwartungen und Lehr-Lernüberzeugungen elementarpädagogischer Fachkräfte im Bildungsbereich Natur und Umwelt

Selbstwirksamkeitserwartungen und Lehr-Lernüberzeugungen elementarpädagogischer Fachkräfte im Bildungsbereich Natur und Umwelt

Buch beschaffeneBook-Anfrage

Frühpädagogik in Forschung und Praxis, volume 14

Hamburg , 306 pages

ISBN 978-3-339-13140-9 (print) |ISBN 978-3-339-13141-6 (eBook)

About this book deutschenglish

Within institutional early education, elementary teachers are given an important role: their expectations and beliefs can influence practical actions in everyday kindergarten life, which in turn affects the children. The present study examines how the self-efficacy expectations and the teaching-learning beliefs of elementary pedagogical professionals in the field of nature and environment education are presented and how these are related. This is the first time that the relationship between such facets of competence in elementary education professionals in Austria is empirically illuminated. An instrument for determining domain-specific self-efficacy expectations was developed, validated by experts, piloted, and used in the main survey. Teaching-learning beliefs were assessed for the three dimensions instructive, constructivist, and co-constructivist using a standardized instrument. In addition, the interest of the professionals in the educational field of nature and the environment, their general self-efficacy expectations as well as their professional experience and participation in science-related further and continuing education were determined. The sample consists of early childhood education teachers (N = 252) who are professionally active in a group-leading role in elementary educational institutions in Upper Austria and Salzburg. The data were collected by means of online questionnaires at one measurement point and analyzed with IBM SPSS Statistics and IBM SPSS Amos (version 26). In contrast to the basic assumptions, the results show that the examined early childhood education teachers have high self-efficacy expectations in the educational field of nature and the environment in the two dimensions of child-centered pedagogical action and methodology and didactics. They also have high general self-efficacy expectations. The results on domain-specific teaching-learning beliefs reveal a high level of agreement among the study participants with co-constructivist and constructivist teaching-learning beliefs, although instructive learning theory beliefs are not rejected in this sample. With regard to the interaction of the examined dispositional competence facets, significant connections could be found in this sample.

Ihr Werk im Verlag Dr. Kovač

Bibliothek, Bücher, Monitore

Möchten Sie Ihre wissenschaftliche Arbeit publizieren? Erfahren Sie mehr über unsere günstigen Konditionen und unseren Service für Autorinnen und Autoren.