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Science and Digitalization in Preschool Teacher Education: Student Teachers’ Experiences
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).ORCID-id: 0000-0002-2407-9433
2019 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The widespread use of digital devices has had considerable implications for Swedish preschools. While research has identified digital technology as a key learning resource, many preschool teachers are sceptical and lack in digital competence. The study reports on preschool student teachers’ experiences of a digitalization initiative in preschool teacher education and how the combination of slowmation and teaching and learning science influence professional development. The results provide insights on how professional development within science education can improve preschool teacher education.

sted, utgiver, år, opplag, sider
2019.
Emneord [en]
Preschool Education, Conceptual Models, Professional Development
HSV kategori
Identifikatorer
URN: urn:nbn:se:hh:diva-40484OAI: oai:DiVA.org:hh-40484DiVA, id: diva2:1347654
Konferanse
13th European Science Education Research Association Conference (ESERA 2019), Bologna, Italy, August 26-30, 2019
Tilgjengelig fra: 2019-09-02 Laget: 2019-09-02 Sist oppdatert: 2020-02-24bibliografisk kontrollert

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Högström, Per

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