Enhancing preschool teachers’ reflective thinking on science teaching and learning using video reflections

ABSTRACT

Reflective practice is one of the key recommended practices in early childhood (EC) education and has been positively associated with the quality of EC teaching; however, research on reflective practice in preschool teaching is limited. In this study, we examined four preschool teachers’ reflections on their science teaching exhibited through a four-session science professional development (PD) experience. In the PD sessions, teachers reflected with a facilitator on video clips of their interactions with children as well as children’s interactions with science materials; and were provided additional resources that might enhance their reflection. In addition, we investigated change in teachers’ attitudes toward teaching young children science before and after the PD experiences. Findings: On average, teachers showed lower levels of reflections (i.e., Description, Justification). However, teachers provided significantly fewer Descriptions (level 1) and more Critiques (level 3) during the last reflection/PD session compared with the prior three sessions when examined more in depth. The teachers showed somewhat different patterns in their attitudes before and after the PD. Practice: PD and reflection sessions with a combination of resources and video reflections seem to help EC teachers enhance the capacity to deepen their reflections about their teaching practices.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

Funding for this project was provided by the University of Nebraska-Lincoln (UNL) and the Fundação Maria Cecilia Souto Vidigal (Foundation; São Paulo, Brazil) through its collaborative Pilot Impact Program (PI: Soo-Young Hong, Ph.D.). Opinions expressed herein are those of the authors and do not reflect the position of UNL or the Foundation.