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Journal of the European Teacher Education Network;Vol 13 (2018)
European Teacher Education Network
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.
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