Zusammenfassung
Die Fähigkeit, mathematische Inhalte in Spielsituationen der Kindertagesstätte zu identifizieren, um diese für eine angemessene Förderung mathematischer Kompetenzen bei Kindern zu ...nutzen, kann als ein wesentlicher Bestandteil professioneller Kompetenz von frühpädagogischen Fachkräften verstanden werden. Diese mathematikbezogene Situationswahrnehmung sollte dabei vor dem Hintergrund von sowohl fachmathematischem als auch mathematikdidaktischem Wissen reflektiert werden. Inwieweit Emotionen an dem Prozess der Situationswahrnehmung beteiligt sind, wurde bisher nicht untersucht. Mathematikangst stellt eine bedeutsame Leistungsemotion bei (angehenden) frühpädagogischen Fachkräften dar. Der vorliegende Beitrag untersucht daher die Frage, inwieweit Mathematikangst und professionelles mathematikbezogenes Wissen die mathematikbezogene Situationswahrnehmung von angehenden frühpädagogischen Fachkräften vorhersagen. Hierfür wurden
n
= 354 angehende frühpädagogische Fachkräfte befragt und mit paper-pencil-basierten und videobasierten Tests hinsichtlich ihrer professionellen Kompetenz getestet. Die Ergebnisse deuten unter anderem auf bedeutsame indirekte Effekte von Mathematikangst, vermittelt über das mathematische Fachwissen und das mathematikdidaktische Wissen, auf die mathematikbezogene Situationswahrnehmung hin. Die Relevanz der Ergebnisse wird vor dem Hintergrund der Ausbildung von frühpädagogischen Fachkräften diskutiert.
In this systematic review, we investigated how content knowledge (CK) and pedagogical content knowledge (PCK) in the domains of mathematics, science and literacy are represented in current research ...regarding early childhood pre- and in-service teachers. In our systematic literature search, we found 151 publications, of which 42 remained in the review after a close screening of the abstracts. We found that mathematics is the most represented domain in research in this field and that there is a focus on CK and PCK. Furthermore, we found a focus on in-service teachers rather than pre-service teachers and that qualitative as well as cross-sectional research methods are most common. The results indicate a need for research that links the different fields of knowledge as well as research in teacher education. Resulting questions and limitations of this study are discussed.
Initial teacher education is the main opportunity to prepare pre-service preschool teachers to foster young children's science competences. Although initial teacher education is important for ...preschool teachers' later instruction in practice, little is known about early science education in initial teacher education. To gather first insights into initial teacher education, this study explored the lesson aims, the frequency of different content taught and teaching methods used, and lessons preparation sources of 72 German teacher educators. In addition, teacher educators reported their challenges regarding their teaching of early science education. Data was gathered by using self-reports. Results revealed that the key lesson aims of teacher educators involved refer to the promotion of pre-service preschool teachers' motivation and the preparation of the students for implementing science learning experiences in preschools. The teacher educators also reported challenges they faced teaching early science education, which included the students, general conditions, the actual teaching of early science education and teacher educators' own qualifications. With regard to the teaching practices, we found a high variance in the content knowledge and pedagogical content knowledge taught. Implications for policymakers, professional development providers and initial teacher education institutions are discussed.
From existing research, it is known that early childhood teacher education provides few opportunities to learn mathematical content or mathematics pedagogical content knowledge. Furthermore, little ...is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional development with respect to early mathematics education. We report descriptive results as well as correlations. The results indicate that opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge have increased over time. Moreover, the results indicate that teacher educator professional development formats that encourage professional exchange among teacher educators, experts in early mathematics education and in-service teachers may increase teacher educators’ competence in early childhood mathematics and thereby the frequency with which this topic is addressed in teacher education.
Bisherige Studien haben gezeigt, dass in der Ausbildung von Erzieher*innen eher wenig Lerngelegenheiten im Bereich Mathematik angeboten werden. Außerdem ist wenig darüber bekannt, inwieweit die in der Ausbildung unterrichtenden Lehrkräfte darauf vorbereitet sind, Themen der frühen mathematischen Bildung zu unterrichten. Die vorliegende Studie untersucht die Häufigkeit von Lerngelegenheiten zum mathematischen Fachwissen und zum mathematikdidaktischen Wissen. Zusätzlich untersuchen wir Merkmale der Lehrkräfte, z.?B. welche Fort- und Weiterbildungsmöglichkeiten sie zum Thema frühe mathematische Bildung nutzen. Es werden deskriptive Ergebnisse und Korrelationen berichtet. Die Ergebnisse deuten darauf hin, dass die mathematikbezogenen Lerngelegenheiten über die Zeit zugenommen haben. Außerdem geben die Ergebnisse erste Hinweise, das Fortbildungsformate die den professionellen Austausch zwischen Lehrkräften sowie mit Expert*innen für frühe mathematische Bildung und Fachkräften in der Praxis, die Kompetenz der Lehrkräfte erhöhen könnten und damit mittelfristig auch die Häufigkeit der Lerngelegenheiten in der Erzieher*innenausbildung weiter erhöhen könnte.
From existing research, it is known that early childhood teacher education pro-vides few opportunities to learn mathematical content or mathematics pedagogical con-tent knowledge. Furthermore, little ...is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional development with respect to early mathematics education. We report descriptive results as well as correlations. The results indicate that opportunities to learn mathematical con-tent knowledge and mathematics pedagogical content knowledge have increased over time. Moreover, the results indicate that teacher educator professional development for-mats that encourage professional exchange among teacher educators, experts in early mathematics education and in-service teachers may increase teacher educators’ compe-tence in early childhood mathematics and thereby the frequency with which this topic is addressed in teacher education.
•Teacher expectations and student motivation decrease at the end of second grade.•Changes in teacher expectations and student motivation are correlated.•Teacher expectations influence subsequent ...change of student motivation.
While teacher expectations are known to influence students’ academic achievement, they may also exert significant influences on student motivation, which is a precursor to a student’s achievement as well. A number of previous studies have demonstrated that motivation affects a student’s achievement. There is, however, a dearth of longitudinal research examining the relation between teacher expectations and students’ motivational variables. In this article, we examine the relations between teacher expectations of students’ mathematics ability, students’ mathematics-related competence beliefs, and students’ mathematics-related intrinsic task-values. Our sample consisted of 796 second-grade students and their 50 teachers; the data collection was conducted at three points within a school year. Longitudinal latent change score analyses yielded three main results: First, teacher expectations of students’ mathematics ability and both students’ mathematics-related competence beliefs and intrinsic task values decreased significantly in the second half of the school year. Second, regarding correlated changes, students who experienced larger increases in teacher expectations also demonstrated higher increases in competence beliefs and intrinsic task values in mathematics. Third, after controlling for students’ initial mathematics achievement, effects of teacher expectations of students’ mathematics ability at the beginning of the school year on subsequent changes in students’ mathematics-related competence beliefs and intrinsic task values were revealed. Our study highlights the important role of teacher expectations in shaping students’ motivational variables, which underscores the need for teacher training programs and policy interventions aimed at increasing teachers’ awareness of their expectations and how they can foster a positive learning environment for their students.
Zusammenfassung
Der Handlungsplanung als Teil professioneller Kompetenz kommt eine wesentliche Bedeutung bei der Überführung von Wissen in spontane Handlungen in pädagogischen Situationen zu. Obwohl ...Forschung die Bedeutung der Handlungsplanung für professionelles Handeln im Bereich früher mathematischer Bildung kontinuierlich betont, ist sowohl empirisch als auch inhaltlich wenig bekannt, welche Formen der mathematischen Lernunterstützung sich zeigen. Es lassen sich drei Formen unterscheiden: (1)
Anleitung
, (2)
Begleitung
und (3)
Keine mathematikbezogene Lernunterstützung
. Die vorliegende Studie versucht einen Beitrag zur differenzierten Beschreibung der Handlungsplanung in der frühen mathematischen Bildung zu leisten, indem Daten von
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= 240 angehenden Erzieher*innen explorativ untersucht werden. Die drei zuvor theoretisch aus der Literatur zur Lernunterstützung abgeleiteten Formen ließen sich als Kategorien in den schriftlich formulierten Handlungsplanungen codieren. Darüber hinaus konnten Unterkategorien identifiziert werden, die die Handlungsplanung noch differenzierter beschreiben. Die Ergebnisse werden vor dem Hintergrund der Situationsabhängigkeit, möglicher Erklärungen für die unterschiedlichen Gestaltungen der Handlungsplanungen und praktischer Implikationen diskutiert.
Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and ...stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and mathematical content knowledge (MCK) with standardized tests. Process indicators in terms of OTL and outcome indicators in terms of knowledge varied substantially across teacher education types and stages. Controlling for preschool teachers' background, multilevel models revealed that OTL in general pedagogy and mathematics pedagogy provided during teacher education were significantly related to GPK and MPCK. Effect sizes reached up to 2 thirds of a standard deviation. OTL in mathematics pedagogy were in turn significantly related to the type of institution that offered a program in favor of pedagogical colleges compared with vocational schools. OTL were also significantly related to program stage in favor of the last year of preschool teacher education compared with the beginning. Process characteristics in terms of OTL mediated fully or partly structural characteristics of teacher education such as type of institution or program stage. These results suggest that the OTL provided are more important than whether prospective preschool teachers were at the beginning or the end of their program or whether they were prepared at vocational schools or pedagogical colleges (although entrance differences have still be taken into account). It may be an important responsibility of policymakers then to ensure that all prospective preschool teachers receive sufficient OTL.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ
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