Reflective Self-Study for an Integrated Learning Approach to Early Childhood Mathematics Teacher Education

Autor/in	Kortjass, Makie
Titel	Reflective Self-Study for an Integrated Learning Approach to Early Childhood Mathematics Teacher Education
Quelle	In: South African Journal of Childhood Education, 9 (2019) 1, Artikel 576 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Reflection; Independent Study; Integrated Activities; Learning Activities; Early Childhood Education; Teacher Educators; Teacher Education; Mathematics Education; Foreign Countries; Student Teachers; Teacher Collaboration; Teacher Background; South Africa + Suchen Sie Ihr Suchwort? Selbststudium; Integrierender Unterricht; Lernaktivität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teacher education; Lehrerausbildung; Lehrerbildung; Mathematische Bildung; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerkooperation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students' learning. Aim: The aim of this self-study research was to improve my own practice in early childhood mathematics teacher education through interaction and collaboration with others, such as colleagues and students. Setting: As a South African university-based teacher educator, I piloted an integrated learning approach (ILA) in the teaching and learning of early childhood mathematics in a selected undergraduate programme. Methods: I began by tracking my personal development in mathematics education and in so doing was able to recognise my personal learning of mathematics as a child growing up in an African township context. I then worked with a class of 38 student teachers to create collages and concept maps to explore their understandings and experiences of ILA. Results: Through this project, I discovered that colleagues in the role of critical friends provided essential feedback on my work in progress. I also learned that student teachers need to be equipped with knowledge and hands-on experience of how integration can take place in teaching and learning early childhood mathematics. I realised that it was essential to constantly reflect on my own personal history and my professional practice to explore new ways of teaching mathematics. Conclusion: Teacher educators may consider engaging in self-study research that includes art-based self-study methods to reflect on their practices and see how they change for the benefit of their students and ultimately for the benefit of the learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01