Before, During, and After Examination: Development of Prospective Preschool Teachers’ Mathematics-Related Enjoyment and Self-Efficacy

Blömeke, Sigrid; Thiel, Oliver; Jenßen, Lars

doi:10.1080/00313831.2017.1402368

Cited by 7 publications

(5 citation statements)

References 32 publications

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“…Mathematics enjoyment was measured with a questionnaire used in the previous study during EC teachers’ training and in an international study for preservice primary school teachers (Blömeke, Dunekacke, et al, 2017; Tatto et al, 2012). The questionnaire has been well validated in terms of factorial structure and relationships to other variables and has also been used in other EC teacher populations (Blömeke, Thiel, et al, 2017). The short questionnaire consists of three items (e.g., “Mathematics is enjoyable”).…”

Section: Methodsmentioning

confidence: 99%

“…However, preservice EC teachers’ enjoyment was examined only in a cross-sectional design in this study. In a longitudinal design over 6 weeks prior, during, and after the teacher-education examination phase, it was shown that enjoyment in mathematics unexpectedly did not decrease but remained stable (Blömeke, Thiel, et al, 2017). We are not aware of any studies on the development of EC teachers’ mathematics enjoyment from pre- to in-service.…”

Section: Concept Of Achievement Emotions and Teacher Emotionsmentioning

confidence: 99%

“…Enjoyment is positively related to achievement in mathematics ( r = .30 for students in Grades 5–10, Goetz et al 2008; r = .37 for students at university, Villavicencio & Bernardo, 2013) due to the use of deeper learning strategies (Muis et al, 2015). In empirical studies with preservice EC teachers, prior mathematical knowledge (assessed as school grades in mathematics received before teacher training) positively predicted the experience of enjoyment (Blömeke, Thiel, et al, 2017). Another study revealed that preservice teachers’ enjoyment showed positive relationships also with MCK and MPCK (Blömeke, Dunekacke, et al, 2017).…”

Section: Concept Of Achievement Emotions and Teacher Emotionsmentioning

confidence: 99%

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Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Jenßen¹,

Eid²,

Szczesny³

et al. 2021

Journal of Educational Psychology

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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 crosslagged 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. Educational Impact and Implications StatementThe study gives insight in the development of early childhood teachers' knowledge and emotions in mathematics from training to practice. The study is based both on theories on achievement emotions and on theories on teacher emotions. Based on the findings, implications for early childhood teacher training can be discussed-for example, making emotional facets of mathematics visible or connecting content knowledge with pedagogical content knowledge.

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Section: Methodsmentioning

confidence: 99%

Section: Concept Of Achievement Emotions and Teacher Emotionsmentioning

confidence: 99%

Section: Concept Of Achievement Emotions and Teacher Emotionsmentioning

confidence: 99%

See 1 more Smart Citation

Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Jenßen¹,

Eid²,

Szczesny³

et al. 2021

Journal of Educational Psychology

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“…As the "basic work" of developing education, the construction of teachers is of great national importance [1]. The Opinions on Comprehensively Deepening the Reform of Teacher Training in the New Era state that support for teacher training colleges should be strengthened to ensure the overall improvement of the quality of the teaching force [2]- [3]. The State Council also issued the China Education Modernization 2035, which proposes to comprehensively coordinate the construction of smart campuses, realize the integrated construction of teaching, management, and service informatization systems, large-scale balance education and personalized teaching, and accelerate the transformation of education in the context of informatization [4]- [6].…”

Section: Introductionmentioning

confidence: 99%

Big data-based output-oriented teaching competency development for mathematics teacher trainees

Pan

2023

Applied Mathematics and Nonlinear Sciences

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The purpose of exploring output-oriented ways to develop the teaching ability of teacher-training students in mathematics is to help better them improve their teaching ability. Starting from big data analysis technology, this paper first introduces the principle of support vector machines and explains that many types of support vector machines are classified by solving the optimal objective function through the Lagrange multiplier method. Then, the principle of the particle swarm optimization algorithm is introduced, the steps and process of the PSO algorithm are given, and the PSO-SVM classification model is constructed by using the PSO algorithm to optimize the parameters of support vectors. Finally, the PSO-SVM model is used to construct and analyze the evaluation index system with the example of teacher-training students majoring in mathematics at YL University. From the indicators of professional foundation and instructional design, 40%, 39.32%, 14.31%, and 6.35% were evaluated at A, B, C, and D levels, respectively. From the indicators of teaching evaluation and reflective development, the four levels of A, B, C and D evaluations accounted for 40.84%, 24.77%, 15.98% and 18.41%, respectively. This indicates that in addition to theoretical and practical techniques, it is also necessary to train teacher trainees in teaching evaluation and reflective development to improve their teaching ability under the output-oriented approach.

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“…To address this dimension, a paradigmatic teaching and learning model of the B-D-A type (before-during-after) has been used covering the whole learning sequence (Weidner, 2018) since, for the theorists of this research topic (see for example, the works of the Institute for Learning of the University of Pittsburgh), accountable talk takes place during the development of a learning sequence, i.e., before, during or after the students carry out research, solve problems and read or write about content (Huss, 2007). In addition, there is sufficient empirical evidence of the value that the B-D-A teaching strategy places on performance, whatever content type and student academic level (Blömeke et al, 2019;Roberts et al, 2019). Ultimately, in this dimension we try to determine what is spoken and how it is spoken at each moment of the instructional sequence (when it is spoken), distinguishing between talk whose purpose is the construction of meanings (Moreira et al, 2019) and talk that enables the attribution of meaning to what has been learned (Ardasheva et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms

Pons¹,

Reyes²

2021

Front. Educ.

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The aim of this study was to validate an instrument which enables the evaluation of talk which maximizes student performance during different segments of interaction-interactivity throughout a complete learning sequence. Based on works developed by the Learning and Research Development Center of the University of Pittsburgh, a scale was developed that gathered the most relevant behaviors of each proposed dimension by researchers from this university center. The scale was used to develop a core subject for a final year Bachelor of Arts degree in Primary Education at a university in Spain and was applied to the 65 students (M = 19, F = 46) taking the subject. The data analysis used an exploratory factor analysis (EFA) that yielded a reliability of α = 0.922. EFA revealed a final interpretable three-factor structure, and the factorial solution comprised 87.86% of total variance. Results show that the talk that students use has three purposes: to constitute an effective group for learning, to build knowledge and to verify its acquisition. The results are discussed in terms of input from the Center for Research in Education and Educational Technologies at the Open University and the Learning Research and Development Center of the University of Pittsburgh.

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Before, During, and After Examination: Development of Prospective Preschool Teachers’ Mathematics-Related Enjoyment and Self-Efficacy

Cited by 7 publications

References 32 publications

Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Big data-based output-oriented teaching competency development for mathematics teacher trainees

Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms

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