A Survey Study of Early Childhood Teachers' Beliefs and Confidence about Teaching Early Math

Autor/inn/en	Chen, Jie-Qi; McCray, Jennifer; Adams, Margaret; Leow, Christine
Titel	A Survey Study of Early Childhood Teachers' Beliefs and Confidence about Teaching Early Math
Quelle	In: Early Childhood Education Journal, 42 (2014) 6, S.367-377 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-013-0619-0
Schlagwörter	Early Childhood Education; Beliefs; Self Efficacy; Preschool Teachers; Mathematics Instruction; Teacher Surveys; Public Schools; Teaching Skills; Knowledge Base for Teaching; Knowledge Level; Educational Practices + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mathematics lessons; Mathematikunterricht; Public school; Öffentliche Schule; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Wissensbasis; Bildungspraxis
Abstract	This study reports on results from the Early Mathematics Beliefs and Confidence Survey, administered to 346 preschool teachers in a large public school system in the Midwest. Survey results depict a much more positive view of teachers' beliefs and confidence in early math teaching than previously reported. Results also suggest that teacher confidence varies with specific types of math knowledge and teaching abilities, and assessing math learning is a specific area where teachers lack confidence. Examining confidence in their math abilities and in teaching early math, results indicate that teachers are more confident teaching math and remain confident in teaching even when confidence in their abilities is low. Implications of results for early math professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10