ITERS-R as a tool for improving quality in Norwegian ECEC settings: A critical reflection
This study shows and discusses how the use of Infant/Toddler Environment Rating Scale-Revised (ITERS-R) can contribute to the development of pedagogical content knowledge (PCK) in physical active play and science for early childhood teachers. These items are described in ITERS-R, and a full-ended sc...
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| Main Authors: | , |
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| Format: | Book |
| Published: |
European Teacher Education Network,
2018-09-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | This study shows and discusses how the use of Infant/Toddler Environment Rating Scale-Revised (ITERS-R) can contribute to the development of pedagogical content knowledge (PCK) in physical active play and science for early childhood teachers. These items are described in ITERS-R, and a full-ended scoring procedure and results on each item-indicator yielded a nuanced picture based on 206 Norwegian kindergartens. Some of the indicators were close to cultural values, while other indicators revealed a missing awareness of PCK. We suggest that ITERS-R reveals a framework for possible quality, and that teachers need an increased awareness of PCK. |
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| Item Description: | 2183-2234 |