A1 Journal article (refereed)
Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills : A Mixed Methods Study of Tailored Professional Development Program (2024)

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

JYU authors or editors

Publication details

All authors or editors: Parviainen, Piia; Eklund, Kenneth; Koivula, Merja; Liinamaa, Tarja; Rutanen, Niina

Journal or series: Early Education and Development

ISSN: 1040-9289

eISSN: 1556-6935

Publication year: 2024

Publication date: 31/03/2024

Volume: Early online

Publisher: Routledge

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1080/10409289.2024.2336661

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/94224

Abstract

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.

Keywords: teaching and instruction; learning; educational methods; mathematics; mathematical skills; early childhood education and care

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2024

Preliminary JUFO rating: 1