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STEM in Early Childhood: A Phenomenological Perspective on Teachers' Views, Experiences, and Professional Development Needs

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dc.contributor.authorNefise Özok Bulut
dc.contributor.authorErdoğan, Serap
dc.contributor.authorSerap Erdoğan
dc.contributor.orcid0000-0002-2070-7797
dc.date.accessioned2025-11-18T23:03:25Z
dc.date.issued2025-10-30
dc.identifier.doihttps://doi.org/10.46328/ijemst.5539
dc.identifier.endpage1649
dc.identifier.issn2147-611X
dc.identifier.issue6
dc.identifier.openalexW7105741564
dc.identifier.startpage1632
dc.identifier.urihttps://hdl.handle.net/11421/17092
dc.identifier.urihttps://doi.org/10.46328/ijemst.5539
dc.identifier.volume13
dc.language.isoen
dc.relation.ispartofInternational Journal of Education in Mathematics Science and Technology
dc.rightsopenAccess
dc.subjectProfessional development
dc.subjectPerspective (graphical)
dc.subjectFaculty development
dc.subjectFocus group
dc.subjectQualitative research
dc.subjectEarly childhood
dc.subjectEarly childhood education
dc.subjectContent analysis
dc.subjectSemi-structured interview
dc.titleSTEM in Early Childhood: A Phenomenological Perspective on Teachers' Views, Experiences, and Professional Development Needs
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA2113958189

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