Mathematical Beliefs and Self-Reported Practices of Chinese Early Childhood Teachers in the Context of Teaching Mathematics during Block Play

Autor/inn/en	Zhu, Jie; Yeung, Pui-sze; Hsieh, Wu-Ying
Titel	Mathematical Beliefs and Self-Reported Practices of Chinese Early Childhood Teachers in the Context of Teaching Mathematics during Block Play
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 5, S.747-763 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1933118
Schlagwörter	Foreign Countries; Preschool Education; Preschool Teachers; Early Childhood Education; Teacher Characteristics; Mathematics Instruction; Manipulative Materials; Play; Teacher Attitudes; Teaching Methods; Self Efficacy; Student Centered Learning; Conventional Instruction; Predictor Variables; Constructivism (Learning); Beliefs; China + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathematics lessons; Mathematikunterricht; Hilfsmittel; Spiel; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Prädiktor; Belief; Glaube
Abstract	In China, a shift in early math teaching from a teacher-directed approach to a child-centered approach has been recommended. This study explored Chinese teachers' beliefs about early math teaching and learning, math teaching efficacy, and math-related practices in the context of unit block play. Early childhood teachers (N = 391) from Ningbo, Zhejiang province, participated in this study. The results of a questionnaire-based survey indicated that teachers' beliefs about math teaching and learning and math teaching efficacy were significant predictors of their math teaching practices during unit block play. Math teaching efficacy mediated the positive relationship between constructivist beliefs and child-centered practices, but not between traditional beliefs and teacher-directed practices. The results have implications for early childhood teacher education in China and future studies on early math teaching and learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01