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Chafing borderlands: obstacles for science teaching and learning in preschool teacher education
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. University of Delaware.
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2019 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510Article in journal (Refereed) In press
Abstract [en]

This study examines preservice preschool teachers’ university science education experience.The empirical data are from a research and intervention project conducted on teacher education programs at two Swedish universities. We analyzed one of the assignments completed by 111 students within a science course as well as their conversations about the assignment at a number of seminars. We combined culture contrast and thematic analysis to examine the data. The results showed a tension between the preschool culture and the university science culture. We described this tension between the boundary lines of the two cultures as a chafing borderland. These cultures do not merge, and the defined boundaries cause chafing with each other. We discuss ways of diminishing this chafing of borderlands, potential border crossings such as caring and children as boundary objects and equalizing power imbalances.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Culture contrast, preschool culture, preservice preschool teachers, science culture, teacher education
National Category
Didactics
Identifiers
URN: urn:nbn:se:uu:diva-381509DOI: 10.1007/s11422-019-09934-xOAI: oai:DiVA.org:uu-381509DiVA, id: diva2:1303726
Projects
Challenging science teacher education: gender awareness in constructing knowledge of science and science teaching
Funder
Swedish Research Council, 721-2010-5156Available from: 2019-04-10 Created: 2019-04-10 Last updated: 2019-05-10

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Anderssson, KristinaGullberg, AnnicaDanielsson, AnnaScantlebury, KathrynHussenius, Anita

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Anderssson, KristinaGullberg, AnnicaDanielsson, AnnaScantlebury, KathrynHussenius, Anita
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