How are early childhood teachers trained in Science Education?

Abstract

There is a great deal of consensus on the importance of education in its early stages, as well as on the recognition of teachers as agents of curricular change and a fundamental variable for educational quality in general and science education in particular. Despite this, the number of papers reporting on what is actually done at the university to train teachers is small. This work seeks to make a contribution that fills this gap. This approach is achieved through the study of a Science Education subject in a new grade adapted to the European High Education Area (EHEA), the people involved in it and the documentation of the practice carried out. The most appropriate methodology to meet this challenge is undoubtedly the case study.

Keywords: Teacher education; Science Education; Early Childhood Education; Case study research