ITERS-R as a tool for improving quality in Norwegian ECEC settings: A critical reflection

ITERS-R as a tool for improving quality in Norwegian ECEC settings: A critical reflection

This study shows and discusses how the use of Infant/Toddler Environment Rating Scale–Revised (ITERS-R) can contribute to the development of pedagogical content knowledge (PCK) in physical active play and science for early childhood teachers. These items are described in ITERS-R, and a full-ended...

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Bibliographic Details
Main Authors: Karen Marie Eid Kaarby, Cato Tandberg
Format: Article
Language:English
Published: European Teacher Education Network 2018-09-01
Series:JETEN
Subjects:
iters-r
physical play
nature/science
pck
early childhood
Online Access:https://etenjournal.com/2020/02/07/461/
Description
Summary:This study shows and discusses how the use of Infant/Toddler Environment Rating Scale–Revised (ITERS-R) can contribute to the development of pedagogical content knowledge (PCK) in physical active play and science for early childhood teachers. These items are described in ITERS-R, and a full-ended scoring procedure and results on each item-indicator yielded a nuanced picture based on 206 Norwegian kindergartens. Some of the indicators were close to cultural values, while other indicators revealed a missing awareness of PCK. We suggest that ITERS-R reveals a framework for possible quality, and that teachers need an increased awareness of PCK.
ISSN:2183-2234

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