Supporting the Use of Scientific Literature in Preschool Teacher Education

Abstract

This qualitative study aimed to build knowledge of teaching practices that facilitate preschool teacher training students’ use of knowledge from scientific literature to understand preschool practices. This article starts from the problem that students find it challenging to use scientific literature. The article reports how 82 participants, enrolled as students in the second half of their preschool teacher training, suggested that university teachers could help students use scientific literature. Data were collected through the participants’ written answers to an open-ended question. Data were systematised, analysed, and discussed using theoretical concepts from the didactic triangle, support and demand, and trust. The results indicated that students find it challenging to use scientific literature. Various suggestions emerged for teaching practices that can be used by teachers to support students. These practices were related to preparations before and teaching during classes in which students are expected to use scientific literature. The results are discussed in relation to the need for future research to develop higher education practices that meet the needs of all students.