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
Quelle	In: Journal of Educational Psychology, 113 (2021) 8, S.1628-1644 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eid, Michael) ORCID (Eilerts, Katja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000518
Schlagwörter	Preschool Teachers; Mathematics Instruction; Pedagogical Content Knowledge; Mathematics Anxiety; Teacher Education Programs; Correlation; Emotional Response; Emotional Experience; Mathematics Tests; Teacher Attitudes; Student Attitudes; Foreign Countries; Education Work Relationship; Germany + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Korrelation; Emotionales Verhalten; Lehrerverhalten; Schülerverhalten; Ausland; Deutschland
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 4 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. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01