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oai:ebyu-rdlopen.rawdatalibrary.net:ebyu/106732026-10-18T20:25:50Zopenairedrivercom_ebyu_10000col_ebyu_10001

When Teachers Are First-time Visitors Too: Scaffolding Professional Vision and Pedagogy in the MuseumsDurmus, CeydaGuvelioglu, Elifearly childhood educationinformal learningMuseum educationpre-service teachersThis exploratory qualitative study examines how pre-service early childhood education (ECE) teachers in Türkiye engage with museums as informal learning environments. Twenty-nine undergraduates completed a course-embedded museum visit and submitted reflective writings. Inductive content analysis yielded four key themes regarding how novice teachers negotiate professional identity: (1) navigating a duality between personal past experiences and professional vision; (2) prioritizing risk assessment where physical and emotional safety served as a prerequisite for pedagogical engagement; (3) hacking the museum through active gamification to counter static displays; and (4) critically auditing infrastructure, moving beyond content to evaluate accessibility and inclusivity. Findings suggest that for digital native teachers, museums are high-stakes simulation spaces. The study supports embedding risk-mitigation strategies and open-ended creative tasks into teacher preparation to foster confidence in museums. © 2026 Museum Education Roundtable.Taylor and Francis Ltd.2026Articlehttps://rdlopen.rawdatalibrary.net/r/ebyu/10673https://doi.org/10.1080/10598650.2026.26533361059-8650enJournal of Museum Educationinfo:eu-repo/semantics/openAccessinfo:eu-repo/semantics/articlehttps://ebyu-rdlopen.rawdatalibrary.net/tr/items/ebyu/10673