Influence of the beliefs of teachers participating in professional development programs on preschool natural science teaching
DOI:
https://doi.org/10.22600/1518-8795.ienci/2025v30n2p537Keywords:
Beliefs, Science Teaching, Preschool Education, Teacher practicesAbstract
This study analyzes preschool educators' beliefs and practices regarding science teaching within the framework of a Professional Development Program (pDPD) in Chile. Its objective is to understand the relationship between these beliefs and classroom practices, as well as the challenges in applying innovative strategies. The methodology adopted was a sequential explanatory mixed design, beginning with a quantitative analysis using the Pedagogical and Scientific Beliefs Inventory (INPECIP), followed by a qualitative analysis based on classroom observations and video recordings. A sample of 61 teachers from Viña del Mar and Valparaíso was selected, with nine observed in their classrooms during the pDPD implementation. The results show a hybrid trend in teachers' beliefs, combining traditional and constructivist approaches. However, in practice, directive and transmissive strategies prevail, limiting students' active participation and autonomous knowledge exploration. A recipe-based conception of science and the transmission of hegemonic knowledge were identified, restricting the development of inquiry and critical thinking in early childhood. The main conclusions indicate that the relationship between teachers' beliefs and practices is complex, influenced by structural and curricular factors. The study highlights the need to design pDPD programs that promote a more critical and participatory vision of science teaching in preschool education, fostering student-centered methodologies that engage with their environment.References
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