A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
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, 35(5), 1103-1125. https://doi.org/10.1080/10409289.2024.2336661
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Parviainen, Piia; Eklund, Kenneth; Koivula, Merja; Liinamaa, Tarja; Rutanen, Niina
Lehti tai sarja: Early Education and Development
ISSN: 1040-9289
eISSN: 1556-6935
Julkaisuvuosi: 2024
Ilmestymispäivä: 31.03.2024
Volyymi: 35
Lehden numero: 5
Artikkelin sivunumerot: 1103-1125
Kustantaja: Routledge
Julkaisumaa: Yhdysvallat (USA)
Julkaisun kieli: englanti
DOI: https://doi.org/10.1080/10409289.2024.2336661
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/94224
Tiivistelmä
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.
YSO-asiasanat: opetus; oppiminen; opetusmenetelmät; matematiikka; matemaattiset taidot; varhaiskasvatus
Liittyvät organisaatiot
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2024
Alustava JUFO-taso: 1
