Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers

Autor/inn/en	Polly, Drew; Martin, Christie S.; McGee, Jennifer R.; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.
Titel	Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers
Quelle	In: Early Childhood Education Journal, 45 (2017) 5, S.659-669 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-016-0810-1
Schlagwörter	Preschool Teachers; Faculty Development; Academic Achievement; Pedagogical Content Knowledge; Teacher Attitudes; Teaching Methods; Standards; Common Core State Standards; Student Centered Learning; Mathematics Instruction; Kindergarten; Mathematics Curriculum; Mathematics Tests + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schulleistung; Pädagogische Kompetenz; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Common core curriculum; Curriculum; Kerncurriculum; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Mathematics lessons; Mathematikunterricht
Abstract	This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers' beliefs, content knowledge, instructional practices, and their students' achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers' integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers' mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01