In this systematic review, we investigated how content knowledge (CK) and pedagogical
content knowledge (PCK) in the domains of mathematics, science and literacy are …

Preschool teachers' science-specific competences have been shown to influence their
science instruction, which in turn appear directly related to the development of children's …

This study examined how early childhood (EC) teachers' instructional quality predicted
children's development in mathematics across two measurement occasions. Therefore, EC …

Recently, much importance has been placed on early science education. This study
examined the associations between kindergarten teachers' science teaching self-efficacy …

Early science, technology, engineering, and math (STEM) education matters for young
children's learning and their academic trajectories (McClure et al., 2017), but teachers must …

Background The importance of diagnostic and scaffolding activities for early science
learning has been shown consistently. However, preschool teachers scarcely engage in …

Research Findings This study aims to explore the relationships between Scientific Epistemic
Beliefs (SEB), Science Teaching Beliefs (STB) and Science-specific Pedagogical Content …

This exploratory case study aims to determine how preschool teachers' epistemological
beliefs influence their pedagogical conceptualizations of science teaching. The research …

The fragmented provision of training for early childhood educators has highlighted the
imperative need for research-informed professional development (PD) programmes to …

In this paper, we investigate the intentions of kindergarten teachers to use the content and to
apply the teaching methods that they acquired in a one-day teacher training seminar …