Quality of Kindergarten Teachers Training in regard to Science: a joint Nordic Approach

Merete Sortland; Tarja Irene Tikkanen; Marianne Presthus Heggen; Kari Holter; Guri Langholm; Stig  Brostrøm; Karen Bollingberg; Birgitte Damgaard; Thorleif Frøkjær; Laila Gustavsson; Sigve Ladstein; Kari Grutle Nappen; Kristín Norðdahl; Heidi Harju-Luukkainen; Eva Staffans; Susanne Thulin

doi:10.5617/nordina.2993

Quality of Kindergarten Teachers Training in regard to Science: a joint Nordic Approach

Merete Sortland, Tarja Irene Tikkanen, Marianne Presthus Heggen, Kari Holter, Guri Langholm, Stig Brostrøm, Karen Bollingberg, Birgitte Damgaard, Thorleif Frøkjær, Laila Gustavsson, Sigve Ladstein, Kari Grutle Nappen, Kristín Norðdahl, Heidi Harju-Luukkainen, Eva Staffans, Susanne Thulin

Bæredygtighed, natur, kultur og science

Research output: Contribution to journal › Journal article › Communication

Abstract

This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students’ case study and a reflection talk, in natural science for the kindergarten teacher education. The module is developed through an interdisciplinary collaboration in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module for
the kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality and competence are shortly discussed. It is followed by the module’s theoretical framework. Then
the study module’s development process is described accompanied by reflections of the student’s case studies in relation to the theoretical framework. At the end, the work with the study module is summarised, and the main conclusion is that the study module contributes positively to the students’ skills
development, both in science and quality.

Original language	English
Journal	NorDiNa
Volume	13
Issue number	1
Pages (from-to)	97-111
Number of pages	15
ISSN	1504-4556
DOIs	https://doi.org/10.5617/nordina.2993
Publication status	Published - 2017

Keywords

learning, educational science and teaching
educational science studies

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10.5617/nordina.2993

Cite this

Sortland, M., Tikkanen, T. I., Presthus Heggen, M., Holter, K., Langholm, G., Brostrøm, S., Bollingberg, K., Damgaard, B., Frøkjær, T., Gustavsson, L., Ladstein, S., Grutle Nappen, K., Norðdahl, K., Harju-Luukkainen, H., Staffans, E., & Thulin, S. (2017). Quality of Kindergarten Teachers Training in regard to Science: a joint Nordic Approach. NorDiNa, 13(1), 97-111. https://doi.org/10.5617/nordina.2993

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title = "Quality of Kindergarten Teachers Training in regard to Science: a joint Nordic Approach",

abstract = "This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students{\textquoteright} case study and a reflection talk, in natural science for the kindergarten teacher education. The module is developed through an interdisciplinary collaboration in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module forthe kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality and competence are shortly discussed. It is followed by the module{\textquoteright}s theoretical framework. Thenthe study module{\textquoteright}s development process is described accompanied by reflections of the student{\textquoteright}s case studies in relation to the theoretical framework. At the end, the work with the study module is summarised, and the main conclusion is that the study module contributes positively to the students{\textquoteright} skillsdevelopment, both in science and quality.",

keywords = "learning, educational science and teaching, Science education, educational science studies",

author = "Merete Sortland and Tikkanen, {Tarja Irene} and {Presthus Heggen}, Marianne and Kari Holter and Guri Langholm and Stig Brostr{\o}m and Karen Bollingberg and Birgitte Damgaard and Thorleif Fr{\o}kj{\ae}r and Laila Gustavsson and Sigve Ladstein and {Grutle Nappen}, Kari and Krist{\'i}n Nor{\dh}dahl and Heidi Harju-Luukkainen and Eva Staffans and Susanne Thulin",

year = "2017",

doi = "10.5617/nordina.2993",

language = "English",

volume = "13",

pages = "97--111",

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Sortland, M, Tikkanen, TI, Presthus Heggen, M, Holter, K, Langholm, G, Brostrøm, S, Bollingberg, K, Damgaard, B, Frøkjær, T, Gustavsson, L, Ladstein, S, Grutle Nappen, K, Norðdahl, K, Harju-Luukkainen, H, Staffans, E & Thulin, S 2017, 'Quality of Kindergarten Teachers Training in regard to Science: a joint Nordic Approach', NorDiNa, vol. 13, no. 1, pp. 97-111. https://doi.org/10.5617/nordina.2993

TY - JOUR

T1 - Quality of Kindergarten Teachers Training in regard to Science: a joint Nordic Approach

AU - Sortland, Merete

AU - Tikkanen, Tarja Irene

AU - Presthus Heggen, Marianne

AU - Holter, Kari

AU - Langholm, Guri

AU - Brostrøm, Stig

AU - Bollingberg, Karen

AU - Damgaard, Birgitte

AU - Frøkjær, Thorleif

AU - Gustavsson, Laila

AU - Ladstein, Sigve

AU - Grutle Nappen, Kari

AU - Norðdahl, Kristín

AU - Harju-Luukkainen, Heidi

AU - Staffans, Eva

AU - Thulin, Susanne

PY - 2017

Y1 - 2017

N2 - This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students’ case study and a reflection talk, in natural science for the kindergarten teacher education. The module is developed through an interdisciplinary collaboration in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module forthe kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality and competence are shortly discussed. It is followed by the module’s theoretical framework. Thenthe study module’s development process is described accompanied by reflections of the student’s case studies in relation to the theoretical framework. At the end, the work with the study module is summarised, and the main conclusion is that the study module contributes positively to the students’ skillsdevelopment, both in science and quality.

AB - This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students’ case study and a reflection talk, in natural science for the kindergarten teacher education. The module is developed through an interdisciplinary collaboration in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module forthe kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality and competence are shortly discussed. It is followed by the module’s theoretical framework. Thenthe study module’s development process is described accompanied by reflections of the student’s case studies in relation to the theoretical framework. At the end, the work with the study module is summarised, and the main conclusion is that the study module contributes positively to the students’ skillsdevelopment, both in science and quality.

KW - learning, educational science and teaching

KW - Science education

KW - educational science studies

U2 - 10.5617/nordina.2993

DO - 10.5617/nordina.2993

M3 - Journal article

SN - 1504-4556

VL - 13

SP - 97

EP - 111

JO - NorDiNa

JF - NorDiNa

IS - 1

ER -

Quality of Kindergarten Teachers Training in regard to Science: a joint Nordic Approach

Abstract

Keywords

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