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

Autor/inn/en	Jenßen, Lars; Eid, Michael; Szczesny, Markus; Eilerts, Katja; Blömeke, Sigrid
Titel	Development of early childhood teachers' knowledge and emotions in mathematics during transition from teacher training to practice. Gefälligkeitsübersetzung: Entwicklung des Wissens und der Emotionen von Vorschulerziehern und -erzieherinnen im Bereich Mathematik beim Übergang von der Ausbildung in die Praxis.
Quelle	In: Journal of educational psychology, 113 (2021) 8, S. 1628-1644Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000518
Schlagwörter	Wissen; Angst; Eigenschaft; Freude; Angst; Erzieher; Freude; Kindergarten; Mathematikunterricht; Schüler; Wissen; Erzieherin; Berufsbezug; Eigenschaft; Schülerin; Kindergarten; Sekundarbereich; Schüler; Schülerin; Mathematikunterricht; Berufliche Kompetenz; Berufsbezug; Vorbereitungszeit; Erzieher; Erzieherin; Lehrender
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 four years from teacher training to practice. Latent autoregressive models with cross-lagged 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 Statement: The 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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2023/1