ITERS-R as a tool for improving quality in Norwegian ECEC settings: A critical reflection
Journal article, Peer reviewed
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Original versionTandberg C, Kaarby KME. ITERS-R as a tool for improving quality in Norwegian ECEC settings: A critical reflection. Journal of the European Teacher Education Network (JETEN). 2018;13:58-70
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.