Pedagogical Content Knowledge in Preservice Preschool Teachers and Its Association with Opportunities to Learn during Teacher Training

Autor/inn/en	Torbeyns, Joke; Verbruggen, Sandy; Depaepe, Fien
Titel	Pedagogical Content Knowledge in Preservice Preschool Teachers and Its Association with Opportunities to Learn during Teacher Training
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 2, S.269-280 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torbeyns, Joke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01088-y
Schlagwörter	Pedagogical Content Knowledge; Preschool Teachers; Preservice Teachers; Teacher Education Programs; Misconceptions; Foreign Countries; Vignettes; Teaching Methods; Knowledge Base for Teaching; Mathematics Instruction; Error Patterns; Educational Opportunities; Belgium + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Missverständnis; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematics lessons; Mathematikunterricht; Fehlertyp; Bildungsangebot; Bildungschance; Belgien
Abstract	Teachers' pedagogical content knowledge (PCK) importantly contributes to instructional quality and student outcomes. We aimed to complement the limited insights into preservice preschool teachers' PCK, and its association with opportunities to learn (OTL), during teacher training. We offered 162 first-to-final-year preservice preschool teachers from two different teacher training institutes in Flanders (Belgium) a recently developed scenario-based instrument addressing students' understanding of preschoolers' (mis)conceptions and appropriate instructional strategies in the domain of early mathematics. Our findings revealed quantitative differences between first-year students' PCK on the one hand and second-year and third-year students' PCK on the other hand. We did not observe any quantitative differences in PCK between second-year and third-year students. Additional analyses on students' errors pointed to qualitative differences between first-, second- and third-year students' PCK. We interpret these findings in view of students' OTL during teacher training, and discuss their theoretical and methodological implications for future work in the domain of teacher competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01