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Science and Digitalization in Preschool Teacher Education: Student Teachers’ Experiences
Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).ORCID iD: 0000-0002-2407-9433
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
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.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Preschool Education, Conceptual Models, Professional Development
National Category
Didactics
Identifiers
URN: urn:nbn:se:hh:diva-40484OAI: oai:DiVA.org:hh-40484DiVA, id: diva2:1347654
Conference
European Science Education Research Association, ESERA2019, 13th conference, 26th-30th August 2019, Bologna, Italy
Available from: 2019-09-02 Created: 2019-09-02 Last updated: 2019-09-02

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Högström, Per

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
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