Förskollärares kompetensutveckling och förutsättningar för undervisning av fysik i förskolan : En studie av sju förskollärares uppfattningar om deras kompetensutveckling och fortbildning i fysik samt förutsättningar för fysikundervisning i förskolan.

Sammanfattning: The aim of this study was to investigate seven in-service preschool teachers’ conception of their competence in physics, needs in further educational training and their perceptions around conditions surrounding physics education in preschool. The study is based on a phenomenographic approach where individual interviews have been conducted.The study shows that most of the preschool teachers feels that physics is difficult and something they are struggling with, both when it comes to teaching and understanding the subject themselves. Everyone in the study does not share these thoughts. The conception that also appears is that they do have good knowledge in the subject but not in teaching it. Most of the teachers are open minded in their needs of professional development. They express that they want education in the form of workshops, that both has a basic theoretical and practical approach. A minority feels that they can seek further development themselves through various types of literature. The study shows that there are many aspects of underlying conditions for why they do not teach preschoolers in physics. Perception that stands out are time-economic circumstances, their lack of knowledge in physics, lack of interest in the subject and arguments that indicate that they also use the preschoolers’ lack of interest as a defending argument.