Preschool teachers’ personal theory and their effect on didactical approaches; the case of Sinking/Floating Paraskevi Kavalari PhD student Domna – Mika Kakana Professor Vasilia Christidou Professor Department of Early Childhood Education University of Thessaly Greece The study is part of the project “Enhancement of research man power through the implementation of thesis – HERACLITUS ΙΙ”, funded by the European Union, the European Social Fund and National Resources

Curriculum implementation Publication of new national or state curricula. Curriculum reform influence teaching practice and shape teachers’ views (Taylor et al., 1997). Educational policy is a process (Osgood, 2004) developed in 3 contexts: – policy text production, – influence – implementation (Bowe et al., 1992). Teachers’ empowered position. The experience, background, personal history of every teacher effect the way he/she will interpret –and consequently implement- educational policies (Hall, 2001). Inconsistency between the official curriculum of preschool education and the applied curriculum ( Kallery & Psilos, 2002; Kwon, 2004; Gibbons, 2011)

Greek Curriculum 3 curriculum reforms during the last 25 years 2003 – present: “Cross-thematic curriculum framework for kindergarten” – Interdisciplinary pedagogy – Holistic approach of the knowledge – Emphasis on procedure Teachers’ initiative and responsibility Foundation of Pedagogical Departments

Different academic backgrounds 3 preschool teachers’ categories: – studied and applied the old curriculum, – studied the old and applied the current or both curricula – studied and applied only the current curriculum

Science in the curriculum In the unit “Nature and Interaction” Description of two indicative “themes” (“Water” and “My neighborhood”) Possible activities under the theme “Water” pertain to Science teaching Sinking/Floating: Only one introductory question: “Put a pebble and a rubber toy in a basin with water. Do they float or sink?” Selection of “Sinking/Floating”: – popularity – it can be included in the theme “Water” – teachers’ insufficiency in approaching the specific concept.

The study Aim: to what extend the didactical approach of Sinking/Floating in preschool classrooms is influenced by teachers’ variant theoretical background. Research questions: – (a) Does the way that Sinking/Floating is approached converge with curriculum guidelines? – (b) Is the didactical approach influenced by teachers’ variant theoretical background? [Part of a wider project]

Method Sample 3 preschool teachers participated in the study (they represent the main groups in which Greek preschool teachers pertain according to their theoretical studies and background) Data collection 3 semi-structured interviews with the classrooms teachers 3 in-classroom observations during the approach of Sinking/Floating Procedure The qualitative analysis was based on preset as well as emergent categories. Categories that were formed: – C1 – Context within which the activity is integrated – C2 – Introductory questions – C3 – Experimental process – C4 – Criteria used for selection of materials – C5 – Listing of findings and conclusions

Observation Results Research questions: (a) Does the way that Sinking/Floating is approached converge with curriculum guidelines? (b): Is the didactical approach influenced by teachers’ variant theoretical background Interview Agreement with curriculum guidelines Disagreement with curriculum guidelines T1: Studied old, applied newT2: Studied and applied newT3: Studied old applied both

Discussion Attachment to traditional practices and previous curricula found in all 3 participants Affection by traditional pedagogy Neglect of children’s previous ideas and problematic experimental process Central question “Which processes and practices in the field of teacher education could lead to reflective teachers, teachers who will be able to connect theory and practice and to proceed to the most appropriate choice depending on the specific teaching process?”

Thank you for your attention! Paraskevi Kavalari PhD student Domna – Mika Kakana Professor Vasilia Christidou Professor Department of Early Childhood Education University of Thessaly Greece The study is part of the project “Enhancement of research man power through the implementation of thesis – HERACLITUS ΙΙ”, funded by the European Union, the European Social Fund and National Resources

Curriculum guidelines and teaching practice consistency in the category that refers to the context that the activity is performed inconsistency in the experimental procedure: – lack of systematic observation – lack of testing predictions and making connections – Interpretation according to teacher’s level of knowledge – insufficient content knowledge and pedagogical content knowledge, misplaced materials selection – children’s misconceptions Research question (a)

Impact of theoretical background Great similarity T1: (studied the old curriculum, applied the new one) – Lack of introductory questions – Isolated activity – Careful materials selection Divergence not attributed to her different theoretical background. Research question (b)