scholarly journals Mathematical knowledge and overall practice in initial teacher education of early childhood teachers

2021 ◽  
Vol 26 ◽  
Author(s):  
Tatiana Cecilia Goldrine Godoy ◽  
Pamela Reyes-Santander ◽  
Raimundo Olfos Ayarza
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Concept Maps ◽  
Good Practice ◽  
Early Childhood Teachers ◽  
Pedagogical Knowledge ◽  
Initial Teacher Education ◽  
Multiple Case ◽  
Knowledge And Practice

ABSTRACT This paper presents an instrumental multiple-case study composed of two representative cases selected from a Mathematics Initial Teacher Education course. Data collected include concept maps, classroom observations, and interviews, which were analysed quantitatively and qualitatively. Differences in knowledge and practices were compared between pre-service early childhood teachers: one with greater content and pedagogical knowledge, and appropriate teaching practices; and another, with insufficient content and pedagogical knowledge, and repetitive mathematics activities. Findings from these two cases indicate a relationship among content, pedagogical knowledge, and good practice; and thus, support the existence of a dialogical and integrative relationship between knowledge and practice in teaching. Accordingly, the teacher practice dimension from the Mathematics Teaching Capability framework should play an important role in the initial teacher education of early childhood teachers.

Tracing the Development of Reflective Competence in Multi-Sited ITE Involving Telecollaboration

2018 ◽  
pp. 288-315
Author(s):  
Victoria Antoniadou
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Learning Environment ◽  
Cognitive Change ◽  
Initial Teacher Education ◽  
Multimodal Interactions ◽  
Quantitative Measurements ◽  
Multiple Case ◽  
The Relationship

This chapter illustrates the process and outcomes of developing reflective competence according to three preservice teachers who participated in a multi-sited learning environment, involving integrated telecollaboration. The learning environment fused together university, virtual and school sites. An ethnographic multiple case study with quantitative measurements was employed to analyse the year-long trajectory of the preservice teachers' learning to reflect. We gathered audio-visual data from beginning to end of the year, indicating participants' growing ability to reflect on their own practices, and leading cognitive change and transformation of classroom practices. By tracing multimodal interactions sequentially, we were able to extract guidelines for creating useful collaborative artifact ecologies in Initial Teacher Education and discuss the relationship between reflection, cognitive development and different personality traits. Based on our findings, we empirically substantiate the argument that reflective competence can indeed trigger transformation in Initial Teacher Education.

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

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