Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Abstract

The present study investigated the development of n = 129 early childhood teachers' mathematics content knowledge, mathematics pedagogical content knowledge, mathematics anxiety, and enjoyment of mathematics over 4 years from teacher training to practice. Latent autoregressive models with crosslagged effects were applied. Scalar measurement invariance of the model also allowed analyses of intraindividual change of knowledge and emotions. Results indicate a decline of mathematics anxiety, an increase of enjoyment and mathematics content knowledge and mathematics pedagogical content knowledge, and medium (emotions) to strong (knowledge) autoregressive but limited cross-lagged effects. No cross-lagged effects between emotions and knowledge over time were found. All but one of the correlations at training disappeared during transition to practice. Theoretically assumed differences between early childhood teachers' knowledge and emotions in teacher training and practice are discussed in light of the results. The transition seems to be more challenging on an emotional level than on a cognitive level. Implications for early childhood teachers' training are given-for example, that pleasant emotional experiences have to be made visible during training. Educational Impact and Implications StatementThe study gives insight in the development of early childhood teachers' knowledge and emotions in mathematics from training to practice. The study is based both on theories on achievement emotions and on theories on teacher emotions. Based on the findings, implications for early childhood teacher training can be discussed-for example, making emotional facets of mathematics visible or connecting content knowledge with pedagogical content knowledge.

What affects the arrogant, proud or ashamed pre-service teacher in mathematics? Effects of social comparison, gender and self-concept on self-conscious emotions

“…Shame is reported by prospective primary school teachers as not very frequent during the school years, but as domain-specific in mathematics (Jenßen et al, 2021a(Jenßen et al, , 2021b: The majority of pre-service primary teachers has observed or experienced shameful situations in particular in mathematics. A large part of these shameful situations was initiated by the mathematics teacher at that time.…”

“…In general, pride is reported as one of the most frequent emotions during pre-service teachers' education in mathematics and it also occurs frequently during teacher education across different situations (Anttila et al, 2016;Jenßen et al, 2021aJenßen et al, , 2021b.…”

“…According to control-value theory (Pekrun & Perry, 2014), emotions show reciprocal effects with knowledge through motivational processes. This also applies for pre-service teachers as they are also learners (Jenßen et al, 2021a). In many countries (e.g., Germany), primary teachers are usually trained as generalists (Cooke et al, 2019).…”

Measuring Pre-service Primary Teachers’ Shame in Mathematics—a Comprehensive Validation Study

“…Studies revealed that prospective teachers' emotions affect the decision about their career choice (Scott, 2005), their learning trajectory during teacher education (Cooke, 2015;Jenßen et al, 2021), and the emotions they experience when they are teaching later at school (Eren, 2014;Marbán et al, 2020;Peker & Ertekin, 2011). However, it must be noted that research on pre-service teachers' emotions so far almost exclusively has included emotions such as enjoyment or anxiety.…”

The role of opportunities to learn in early childhood teacher education from two perspectives: A multilevel model

“…The role of opportunities to learn in early teacher education from two perspectives:... a theoretical perspective, as a means of learning more about how to support preservice teachers' learning, but also from a practical point of view, as MCK has been discussed as a prerequisite for MPCK in early childhood teacher education (Dunekacke et al 2016;Jenßen, Eid, Szczesny, Eilerts and Blömeke 2021).…”