The Influence of Educational Beliefs in a Developmentally Appropriate Practice to Mathematics Pedagogical Content Knowledge of Early Childhood Teachers: Focusing on the Mediating Effects of Curriculum Implementation

Abstract

Objective The purpose of this study is to examine the direct and indirect effects of early childhood teachers’ educational beliefs in a developmentally appropriate practice (DAP) on mathematics pedagogical content knowledge (MPCK) via curriculum implementation. It also examines whether this pathway differs according to the experience of the teacher education on the early childhood mathematics during their pre-service or in-service period. Methods For this purpose, 327 early childhood teachers of childcare centers in Seoul and the metropolitan area answered a questionnaire. Stepwise multiple regression analysis was used to analyze the data. Conclusion The teachers’ educational beliefs in DAP predicted MPCK directly as well as indirectly through curriculum implementation. In addition, when teachers had experienced pre-service or inservice teacher education on the early childhood mathematics, the teachers’ educational beliefs in DAP had a direct influence on the MPCK and an indirect one through the curriculum implementation. However, when teachers had not experienced that type of training, beliefs in DAP were indirectly influenced by curriculum implementation. The results of this study can be used to explore ways to improve teachers’ mathematics pedagogical content knowledge and contribute to the development of teachers’ education programs. Keywords: mathematics pedagogical content knowledge, educational beliefs in DAP, curriculum implementation, experience of teacher education on the early childhood mathematics, early childhood teacher