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

Tatiana Cecilia Goldrine Godoy,Raimundo Olfos Ayarza,Pamela Reyes-Santander

doi:10.1590/s1413-24782021260061

Abstract

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.

Highlights

The objectives of initial teacher education research seek to determine what knowledge is needed for prospective teachers to learn to teach, and how this knowledge can be turned into teaching practices that benefit student learning (Hammerness et al, 2005; Leavy and Hourigan 2018)
Existing research in Chile — where the present study was performed — suggests that there are deficiencies in teacher education for future early childhood teachers, especially regarding mathematics (Goldrine Godoy et al, 2015a; Goldrine Godoy et al, 2015b).These Mathematics Initial Teacher Education (MITE) studies indicate that existing educational methods do not positively affect the education of prospective early childhood teachers, and that these teachers are likely certified without having the proper knowledge and practices needed to promote mathematics in early childhood education
This study contributes with a construct specific to number teaching, which helps to describe learning in pre-service early childhood teachers in regard to a mathematics teaching education course

Summary

Introduction

The objectives of initial teacher education research seek to determine what knowledge is needed for prospective teachers to learn to teach, and how this knowledge can be turned into teaching practices that benefit student learning (Hammerness et al, 2005; Leavy and Hourigan 2018). These points are especially relevant for Mathematics Initial Teacher Education (MITE), a topic garnering increasing global awareness (Parks and Wager, 2015). International MITE research has reported that prospective preschool teachers lack sufficient knowledge for teaching mathematics. Existing research in Chile — where the present study was performed — suggests that there are deficiencies in teacher education for future early childhood teachers, especially regarding mathematics (Goldrine Godoy et al, 2015a; Goldrine Godoy et al, 2015b).These MITE studies indicate that existing educational methods do not positively affect the education of prospective early childhood teachers, and that these teachers are likely certified without having the proper knowledge and practices needed to promote mathematics in early childhood education

Objectives

Results

Discussion

Conclusion