Infant/Toddler-Second Grade Clinical Educators' Utilization of Traditional versus Reform-Oriented Science Teaching Practices

• In Event: Transforming Early Science Teaching Through Professional Learning

Abstract

Science teaching practices utilized in classrooms impact the learning opportunities of both children and preservice teachers learning in classroom settings. In order to develop insight into the approaches utilized in early childhood science teaching approaches utilized in classrooms, clinical educators were surveyed about their science teaching practices. Participants include 108 clinical educators from a US state university early childhood education program who support preservice teachers in their infant/toddler through second-grade classrooms. Teachers were surveyed about their teaching practices and scored along a traditional-reform teaching continuum. Research findings are significant and vary according to grade level.

Authors

• Rosa Julia Mykyta-Chomsky, University of Delaware

• Jennifer Gallo-Fox, University of Delaware