tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study explores preschool teachers’ considerations regarding their work with curriculum content areas and examines possible relationships with their professional competence and group size. Drawing on Bronfenbrenner’s ecological systems theory and mixed-methods analytical procedure, this study analyzes 698 preschool teachers’ considerations on a set of 12 curriculum content areas. The results revealed reading and writing as the two least emphasized content areas. No significant relationship was found among preschool teachers’ ratings of these content areas, their professional background, and group size. Prominent in preschool teachers’ reasoning for rating reading and writing as least emphasized, is a child-directed approach implying that these content areas are not involved in their professional assignment and therefore included merely as a response to… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article explores how preschool teachers, over time, collectively manage teaching as a new part of their mission. The study’s empirical data consist of two related but temporally separated sets of data containing collegial discussions among preschool teachers; talks during a development process and group interviews with the same preschool teachers six months later. Through a theory-driven analysis, using the theoretical concept of teacher agency, different ways of achieving teacher agency are brought into light. When tensions appear, the preschool teachers achieve teacher agency by using professional core values in order to make adjustments, additions or changes to school policy. These professional core values consist of for example, sensitivity to the interests and needs of children, the ambition… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study aims to investigate the ways in which a particular digital technology, the Interactive Whiteboard (IWB), mediates preschool teachers’ teaching. Over five months in 2017 and early spring 2018, five preschool teachers and 22 children aged 4–6 were video observed. By identifying aspects of IWB as a mediational means, the findings of the study have shed light on the relationship between mediational means and teachers’ mediated teaching actions and mapped what is privileged. This study highlights seven ways that using a particular digital technology, the IWB, informs teachers’ teaching practices. This study, furthermore, maps the possible consequences of using IWB in terms of opportunities and constraints in early education. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study explores preschool teachers’ considerations when organising children into subgroups in Swedish preschools. Grounded on interactionist perspectives and Bronfenbrenner’s ecological systems theory, the study hypothesises that preschool teachers’ practice of organising children into subgroups is embedded in and shaped through dynamic interactions with all actors and levels of the entire preschool system. Based on this theoretical framework, a hypothetical model has been specified that brings together variables related to children’s characteristics, preschool teachers’ interpersonal relationships and working conditions as well as preschools’ organisational aspects. The sample consists of 698 preschool teachers from different preschools in 46 municipalities in Sweden who completed an online questionnaire. By applying Confirmatory Factor Analysis technique in evaluating the hypothesised model, the study’s… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In the present study we focus on physical touch that is judged to be just outside what is considered to be ‘normal’. We explore how preschool teachers describe and explain situations where educators give children too much or too little touching. Semi-structured interviews have been conducted with 30 qualified preschool teachers working in Swedish preschools. When the informants talk about situations where educators give children too much touching, the descriptions involve a behaviour that does not lie within the preschool mission, teachers who do not set boundaries, and actions that have disadvantages for the children. On the other hand, situations where educators give children too little touching are described solely with reference to the teacher and that person’s… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Play-based preschool pedagogy usually relies on informal teaching while policy trends and some research call for increased formalisation of the pedagogy. Using Bernstein’s concepts of classification and framing, this article characterises mechanisms that link evaluation of preschool to the push towards the formalisation of teaching in preschool. Moreover, it is suggested how preschool teaching of mathematics can be conceptualised in a way that widens the pedagogical responsibilities of the teachers to include a broader range of social activities than typically expected. These responsibilities concern how teachers are involved in pedagogical situations, if situations are planned and if the mathematics is a pedagogical goal in the situation or instrumental in some other activity. It is argued that a practice… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT With science and digitalisation emphasised further in the new Swedish preschool curriculum, there is a need to clarify teachers’ role in educating children in and about these areas. With research pointing out the importance of a conscious language use in STEM teaching, we here focus on words used by teachers and children during inquiry-based STEM activities in five different preschools. Bers’ powerful ideas about early childhood computational thinking (Bers 2018. Coding as a Playground. New York: Routledge.) were used for analysis and results highlight how digital programming and use of robots can promote a more versatile use of robotic words, compared to analogue, ‘unplugged’, programming without robots. Furthermore, it is also found that use of precise decontextualised language… Continue Reading →
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