Pre-service early childhood teachers’ perceptions of their playfulness and inquisitiveness

Frontiers in Education

Education

Tarja-Riitta Hurme¹  Anitta Melasalmi¹  Marjaana Kangas²  Signe Siklander³ 

[1] Department of Teacher Education, Faculty of Education, University of Turku, Turku, Finland;Faculty of Education, University of Lapland, Rovaniemi, Finland;Teachers, Teaching and Educational Communities (TTEC), Faculty of Education and Psychology, University of Oulu, Oulu, Finland;

关键词: adaptive expertise;    early childhood education;    early childhood teacher education;    inquisitiveness;    pedagogy;    playfulness;    pre-service teacher;   

DOI  :  10.3389/feduc.2023.1102926

 received in 2022-11-19, accepted in 2023-09-06,  发布年份 2023

来源: Frontiers

【 摘 要 】

Recognizing one’s own playfulness is important for early childhood education (ECE) teachers, who are responsible for organizing and implementing child-initiated pedagogy in ECE centers. Playfulness research has focused on children’s play and playfulness in workplaces, but playfulness as a part of ECE teachers’ pedagogical and adaptive expertise is rarely studied. Using multiple playfulness and innovativeness instruments, first- and third-year pre-service ECE teachers’ (n = 208) self-reported playfulness and inquisitiveness was examined. Correlation coefficients and Student t-tests were performed to examine the connections between playfulness, the facets of playfulness, and inquisitiveness, also between the first- and third-year pre-service ECE teachers. The results of the study show that playfulness, the facets of playfulness and inquisitiveness are connected. The results also show that although there were no statistically significant differences among the first- and third-year pre-service ECE teachers’ playfulness and inquisitiveness, they had different orientations towards playfulness. Additional research is needed to explore how in-service teachers and pre-service teachers can learn playfulness and inquisitiveness as a part of their pedagogical expertise. The results are implementable for designing, developing and evaluating ECE teacher education.

【 授权许可】

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Copyright © 2023 Hurme, Siklander, Kangas and Melasalmi.