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This edited volume presents cutting-edge research on the professional competence of early childhood mathematics teachers. It considers professional knowledge, motivational-affective dispositions, skills and performance in early childhood mathematics and outlines future fields of research in this area.
This edited volume presents cutting-edge research on the professional competence of early childhood mathematics teachers. It considers professional knowledge, motivational-affective dispositions, skills and performance in early childhood mathematics and outlines future fields of research in this area.
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Autorenporträt
Simone Dunekacke is Assistant Professor for Research on Early Childhood Education at the Freie Universität Berlin, Germany. Aljoscha Jegodtka is Professor for Social Work at the International University Berlin, Germany. Thomas Koinzer is Professor for Educational Science at the Humboldt-Universität zu Berlin, Germany. Katja Eilerts is Professor for Primary School Education in Mathematics at the Humboldt-Universität zu Berlin, Germany. Lars Jenßen is a Researcher in Educational Science and Psychology with a focus on Mathematics at Humboldt-Universität zu Berlin, Germany.
Inhaltsangabe
1. Introduction Simone Dunekacke, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts & Lars Jenßen 2. Part 1 - Dispositions 1. Voices of competence: What I learned from my Early Education students by Herbert P. Ginsburg 2. Preschool teachers' mathematical pedagogical content knowledge and self-reported classroom activities by Joke Torbeyns, Febe Demedts and Fien Depaepe 3. Age-appropriate performance expectations and learning objectives of early childhood teachers in the field of mathematics: a cross-country comparison of Austria and Switzerland by Karoline Rettenbacher, Lars Eichen, Manfred Pfiffner & Catherine Walter-Laager 4. How preservice teacher training changes prospective ECEC teachers' emotions about mathematics by Oliver Thiel 5. A math-avoidant profession? Review of the current research about early childhood teachers' mathematics anxiety and empirical evidence by Lars Jenßen 6. Kindergarten educators' affective-motivational dispositions: examining enthusiasm for fostering mathematics in kindergarten by Franziska Vogt, Miriam Leuchter, Simone Dunekacke, Aiso Heinze, Anke Lindmeier, Susanne Kuratli Geeler, Anuschka Meier, Selma Seemann, Andrea Wullschleger & Elisabeth Moser Opitz 3. Part 2 - Situation-Specific Skills 1. Early mathematics education - What do pre-service teachers learn? by Simone Dunekacke & Sigrid Blömeke 2. Supporting Preservice Early Childhood Educators to Identify Mathematical Activities in the Actions of Preverbal Young Children by Audrey Cooke & Jenny Jay 4. Part 3 - Performance 1. Early childhood teachers' selection of subskills-related activities and instructional approaches to foster children's early number skills by Lara Pohle, Lars Jenßen & Katja Eilerts 2. Longitudinal Evaluation of a Scale-up Model for Professional Development in Early Mathematics by Julie Sarama, Douglas H. Clements & Shannon Stark Guss 3. Preschool Teachers' Ways of Promoting Mathematical Learning in Picture Book Reading by Camilla Björklund & Hanna Palmér 4. The relative frequency of mathematical learning opportunities in the morning circle in relation to the development of children's mathematical competencies by Aljoscha Jegodtka, Georg Hosoya, Markus Szczesny, Lars Jenßen, Corinna Schmude 5. Outlook: Context and its consequences-a neglected factor in research on early-childhood teachers' professional skills? by Esther Brunner
1. Introduction Simone Dunekacke, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts & Lars Jenßen 2. Part 1 - Dispositions 1. Voices of competence: What I learned from my Early Education students by Herbert P. Ginsburg 2. Preschool teachers' mathematical pedagogical content knowledge and self-reported classroom activities by Joke Torbeyns, Febe Demedts and Fien Depaepe 3. Age-appropriate performance expectations and learning objectives of early childhood teachers in the field of mathematics: a cross-country comparison of Austria and Switzerland by Karoline Rettenbacher, Lars Eichen, Manfred Pfiffner & Catherine Walter-Laager 4. How preservice teacher training changes prospective ECEC teachers' emotions about mathematics by Oliver Thiel 5. A math-avoidant profession? Review of the current research about early childhood teachers' mathematics anxiety and empirical evidence by Lars Jenßen 6. Kindergarten educators' affective-motivational dispositions: examining enthusiasm for fostering mathematics in kindergarten by Franziska Vogt, Miriam Leuchter, Simone Dunekacke, Aiso Heinze, Anke Lindmeier, Susanne Kuratli Geeler, Anuschka Meier, Selma Seemann, Andrea Wullschleger & Elisabeth Moser Opitz 3. Part 2 - Situation-Specific Skills 1. Early mathematics education - What do pre-service teachers learn? by Simone Dunekacke & Sigrid Blömeke 2. Supporting Preservice Early Childhood Educators to Identify Mathematical Activities in the Actions of Preverbal Young Children by Audrey Cooke & Jenny Jay 4. Part 3 - Performance 1. Early childhood teachers' selection of subskills-related activities and instructional approaches to foster children's early number skills by Lara Pohle, Lars Jenßen & Katja Eilerts 2. Longitudinal Evaluation of a Scale-up Model for Professional Development in Early Mathematics by Julie Sarama, Douglas H. Clements & Shannon Stark Guss 3. Preschool Teachers' Ways of Promoting Mathematical Learning in Picture Book Reading by Camilla Björklund & Hanna Palmér 4. The relative frequency of mathematical learning opportunities in the morning circle in relation to the development of children's mathematical competencies by Aljoscha Jegodtka, Georg Hosoya, Markus Szczesny, Lars Jenßen, Corinna Schmude 5. Outlook: Context and its consequences-a neglected factor in research on early-childhood teachers' professional skills? by Esther Brunner
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