Intelligence and knowledge: the relationship between preschool teachers’ cognitive dispositions in the field of mathematics

Jenßen, Lars; Dunekacke, Simone; Gustafsson, Jan‐Eric; Blömeke, Sigrid

doi:10.1007/s11618-019-00911-2

Cited by 7 publications

(8 citation statements)

References 71 publications

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“…We know from the literature that MCK, especially in the vocational track, is taught similarly to secondary school mathematics (KMK 2017). In contrast, the MCK test in our study addressed content knowledge related to mathematics in early childhood (Blömeke et al 2015;Jenßen et al 2019). Based on earlier research, it can be assumed that such MCK is not at all addressed in early childhood teacher education (Whyte et al 2018).…”

mentioning

confidence: 78%

“…For the domain of MCK, the pattern of results was not as clear as for the other two domains. However, there is an ongoing discussion concerning the content knowledge needed in early childhood education (Gasteiger and Benz 2018;Jenßen et al 2019), which should be continued in upcoming years. This is not only relevant from…”

Section: Discussionmentioning

confidence: 99%

“…Professional knowledge was assessed with standardized tests developed within the KomMa project (Blömeke et al 2015). The validity of these tests are well documented (e.g., Blömeke et al 2015Blömeke et al , 2017bJenßen et al 2019). GPK was assessed with an 18-item test covering aspects of educational theory as well as educational K Fig.…”

Section: Measures Of Professional Knowledgementioning

confidence: 99%

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

2021

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Early childhood teacher education is considered crucial for the development of professional knowledge. However, little is known about the impacts of teacher educators, especially with respect to domain-specific knowledge in areas like early mathematics education. We investigated the relationship between opportunities to learn as reported by teacher educators and perceived by pre-service teachers and pre-service teachers’ general pedagogical knowledge, mathematics pedagogical content knowledge, and mathematical content knowledge. The sample comprised 909 pre-service teachers from two different teacher education tracks (vocational school vs. university) and their 43 teacher educators. The results provided the first empirical evidence that opportunities to learn reported by teacher educators are highly relevant for pre-service teachers’ knowledge. This strengthens calls to focus on the role of teacher educators in both research and practice.

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mentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Section: Measures Of Professional Knowledgementioning

confidence: 99%

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

2021

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“…These covered numbers and operations, geometry, quantity and measurement, data, combinatorics, and chance. The tests cover EC-specific knowledge beyond general cognitive abilities (Jenßen et al, 2019 ).…”

Section: Methodsmentioning

confidence: 99%

Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills

et al. 2021

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This study examined absolute and relative judgment accuracies of German early childhood (EC) teachers with respect to the mathematical skills of the children under their supervision. The two types of judgment accuracies are crucial prerequisites for pacing activities in EC education and offering differentiated educational activities adapted to individual skill levels of children. Data from 39 EC teachers and 268 children were analyzed using multilevel modeling. Teachers rated the skills of children on a structured observation instrument (“Kinder Diagnose Tool,” KiDiT). Children were assessed on their mathematical skills with a standardized test (“Mathematische Basiskompetenzen im Kindesalter,” MBK-0). On average, 65% of the variation in judgments of teachers on the KiDiT could be explained by MBK-0 scores of children, which suggest that teachers are—on average—able to rank children within their groups. Teachers were also able to judge the mathematical level of skills of children as assessed by the MBK-0. Neither mathematical content knowledge (MCK) of teachers nor their mathematics pedagogical content knowledge (MPCK) or general pedagogical knowledge (GPK) moderated the relationship between judgments of teachers and test scores of children or the relationship between the level of the judgments and the level of test scores. Conclusions for future research and practice are drawn.

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“…Based on studies on preservice EC teachers' knowledge facets (Jenßen et al, 2019), we hypothesized a strong positive correlation between MCK and MPCK during training and in practice (Hypothesis 4a). With respect to longitudinal studies with primary teachers (König et al, 2014), we hypothesized that the size of this correlation decreases from training to practice due to a reorganization of teachers' cognitions (Hypothesis 4b).…”

Section: Current Study and Hypothesesmentioning

confidence: 99%

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

Jenßen¹,

Eid²,

Szczesny³

et al. 2021

Journal of Educational Psychology

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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.

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Intelligence and knowledge: the relationship between preschool teachers’ cognitive dispositions in the field of mathematics

Cited by 7 publications

References 71 publications

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 childhood teacher education from two perspectives: A multilevel model

Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills

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

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