Early Childhood Educators' Perceptions of Science Education: School Setting and Professional Development Impact Across Countries

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Research on STEM in Early Childhood (Table 6)

Abstract

Limited research exists about how early childhood educators’ (ECEs) perceptions of themselves and the value of science education are influenced by school setting and professional development. This study explored relationships between school setting, professional development, perceptions, and experiences of ECEs regarding science education. A survey including Preschool Teachers’ Attitudes and Beliefs Towards Science Teaching (P-TABS) Questionnaire was applied to 398 ECEs from Spain and the U.S. Mediation modeling was conducted and it was found that attending professional development was significantly related to educators’ comfort in science education, increased by the effect of their perception on children’s benefit and educators’ challenges as mediators. The model was partially invariant from a multigroup analysis approach. Discussion about future steps are provided.

Authors

• Carla Quesada-Pallares, Universidad Autonoma De Barcelona
  Presenting Author

• Cathy Grist, Western Carolina University
  Presenting Author

• Lori Caudle, University of Tennessee
  Presenting Author

• Hannah Thompson, University of Tennessee
  Presenting Author

• Jèssica Haldón Lahilla
  Presenting Author

• Gabriel Lemkow, University of Manresa
  Presenting Author