The Association Between Early Childhood Teachers’ Metacognitive Awareness and Science Teaching Efficacy in Head Start Settings

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal Pub Date : 2024-11-28 DOI:10.1007/s10643-024-01808-4

Shiyi Chen, Rachel Louise Geesa, Hyuksoon S. Song, Burcu Izci

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引用次数: 0

Abstract

The purpose of this study was to examine which early childhood (EC) teachers’ qualifications (i.e., degree, major, and teaching experience) are linked to teachers’ Metacognitive Awareness (MA) and science teaching efficacy, and to investigate the relation among EC teachers’ MA components and science teaching efficacy. A total of 153 Head Start teachers from eight U.S. states completed validated surveys that measured their science teaching efficacy and MA. Results from multilevel ANOVA and regression analysis showed that teachers with an early childhood education background were more positive about their ability to teach science, more mindful of their teaching strategies, and more likely to self-evaluate their teaching as compared to teachers without an EC education background. Also, teachers who were more aware of their teaching strategies and instructional goals, and monitored their teaching practices reported higher confidence in their ability to teach science. Our results revealed the role of MA in early science teaching efficacy and highlighted the importance of supporting EC teachers’ professional development, particularly for those whose backgrounds are not in EC.

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来源期刊

Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

14.80%

发文量

124

期刊介绍： Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field