Research in Early Childhood Teacher Domain-Specific Professional Knowledge -- A Systematic Review

Autor/inn/en	Dunekacke, Simone; Barenthien, Julia
Titel	Research in Early Childhood Teacher Domain-Specific Professional Knowledge -- A Systematic Review
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 4, S.633-648 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dunekacke, Simone) ORCID (Barenthien, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1941166
Schlagwörter	Early Childhood Education; Preschool Teachers; Pedagogical Content Knowledge; Mathematics Instruction; Science Instruction; Literacy Education; Research Reports; Preservice Teachers; Teacher Education; Research Methodology + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Research report; Forschungsbericht; Lehrerausbildung; Lehrerbildung; Research method; Forschungsmethode
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01