Details

Autor(en) / Beteiligte

• Jenßen, Lars
• Dunekacke, Simone
• Eid, Michael
• Szczesny, Markus
• Pohle, Lara
• Koinzer, Thomas
• Eilerts, Katja
• Blömeke, Sigrid

Titel

From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics

Ist Teil von

• Teaching and teacher education, 2022-06, Vol.114, p.103699, Article 103699

Ort / Verlag

Elsevier Ltd

Erscheinungsjahr

2022

Link zum Volltext

Quelle

Elsevier ScienceDirect Journals Complete

Beschreibungen/Notizen

• This longitudinal study examined the development of 129 German early childhood teachers’ knowledge and epistemic beliefs in mathematics from teacher education to practice. The test and questionnaire data have been analyzed with auto-regressive models with cross-lagged effects and mean differences to investigate change over time. The study reveals that knowledge increases over time, while most of the beliefs do not change. Furthermore, the correlational pattern between all constructs seems to be stable after having moved from teacher education to practice. Thus, findings are not in line with the theoretical assumption of a greater differentiation of teachers’ competence through practical experience. •Longitudinal examination of early childhood teachers’ knowledge and beliefs in mathematics.•Interindividual as well as intraindividual development has been investigated.•Mathematics knowledge facets and general pedagogy knowledge increase.•Application-orientated beliefs increase, no change in static and process-orientated beliefs.•No evidence for greater differentiation between competence facets from teacher education to practice.