Tue, 2013-04-16 21:42 | 
Contemporary trends in the field of teachers’ continuing professional development promote the model of the reflective teacher, the teacher-researcher. According to this model teachers improve their teaching and educational practices and reform school culture. The present research is motivated by the concern that has been expressed by many previous studies that teachers often resist changing their role, remaining attached to already tested and well established practices. The present research aims to reveal the points of consistency or divergence of the teaching strategies of preschool teachers during the approach of two science concepts ("Evaporation" and "Sinking/Floating") and the official curriculum, while considering two factors of influence: content knowledge and familiarity with the current official curriculum. The sample consists of 40 in-service preschool teachers. Data concerning the teaching strategies will be collected through 40 semi-structured interviews and 10 in-classroom observations. The content knowledge will be investigated through the completion of 40 questionnaires. The research aims to make suggestions towards the improvement of teaching.
Ph.D Candidate:
Kavalari Paraskevi
Department:
Department of Pre-School Education
School:
School of Humanities
Supervisor:
Prof Domna Kakana (dkakana@uth.gr)
Supervising Committee:
(1) Domna Kakana (2) Vasilia Christidou (3) Aikaterini Michalopoulou Παραδοτέα έργου δημοσίως προσβάσιμα:
