Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills : A Mixed Methods Study of Tailored Professional Development Program
Parviainen, P., Eklund, K., Koivula, M., Liinamaa, T., & Rutanen, N. (2024). Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills : A Mixed Methods Study of Tailored Professional Development Program. Early Education and Development, Early online. https://doi.org/10.1080/10409289.2024.2336661
Julkaistu sarjassa
Early Education and DevelopmentPäivämäärä
2024Tekijänoikeudet
© 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.
The purpose of this mixed methods study was to explore changes in pedagogical awareness of teaching early mathematical skills among teachers in early childhood education (N =7) when participating in a tailored professional development (PD) program in mathematics. The program, which was designed around principles of transformative learning, was aimed at strengthening the conscious and holistic teaching of early mathematical skills to 3- to 7-year-old children. Research Findings: Thematic analysis of semi-structured interviews revealed that teachers enhanced their pedagogical awareness of teaching early mathematical skills concerning developmentally appropriate mathematical content, child-initiated mathematical learning and holistic mathematical teaching in different daily situations and play. Data obtained from pre-PD and follow-up questionnaires completed by teachers confirmed a sustainable increase in their pedagogical awareness of numerical and spatial reasoning. Recognizing children’s interests, reflecting on and examining one’s own practices individually and collaboratively, and taking actions to develop teaching and learning practices aligned with those of the PD program comprised the foundation for the transformative process. Practice or Policy: It was concluded that PD programs in mathematics enhance teachers’ pedagogical awareness of teaching early mathematical skills holistically when they are tailored to the needs of teachers, include reflective elements, and follow principles of transformative learning.
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Julkaisija
RoutledgeISSN Hae Julkaisufoorumista
1040-9289Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/207844090
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Lisätietoja rahoituksesta
This research was partially funded by the Ministry of Education and Culture, Finland, the LUMA2020 Development Program (Finnish Ministry of Science and Culture project 151/240/2018) through the LUMA Center Finland national STEAM-task initiative. The LUMA Center of Central Finland, and the University of Jyväskylä offered centralized support and facilities for the meetings. University teacher Otto Virkkula from the University of Jyväskylä worked as a co-trainer in the tailored PD program in early childhood mathematics targeted toward ECEC teachers. The interview recordings were transcribed by Aurora Rantanen. Her work was funded by the University of Jyväskylä. The University of Jyväskylä supported the research process by funding five months of research leave for the first author. ...Lisenssi
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