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

Autor/inn/en	Blömeke, Sigrid; Thiel, Oliver; Jenßen, Lars
Titel	Before, During, and after Examination: Development of Prospective Preschool Teachers' Mathematics-Related Enjoyment and Self-Efficacy
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 4, S.506-519 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2017.1402368
Schlagwörter	Preservice Teachers; Preschool Teachers; Mathematics Education; Self Efficacy; Foreign Countries; Comparative Education; Student Attitudes; Positive Attitudes; Longitudinal Studies; Early Childhood Education; Preservice Teacher Education; Predictor Variables; Cross Cultural Studies; Norway; Germany + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mathematische Bildung; Self-efficacy; Selbstwirksamkeit; Ausland; Vergleichende Erziehungswissenschaft; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehramtsstudiengang; Lehrerausbildung; Prädiktor; Cultural comparison; Kulturvergleich; Norwegen; Deutschland
Abstract	This article examines the stability of Norwegian prospective preschool teachers' enjoyment of mathematics and their mathematics-related self-efficacy before, during, and after a teacher-education examination. In addition, the stability of the two constructs across countries was examined through a comparison with Germany. The data revealed partial stability (technically speaking, metric invariance) of enjoyment but not of self-efficacy. Self-efficacy increased significantly before and after the examination without decreasing enjoyment, which may be a result of increased learning time. Prior mathematical knowledge predicted the level and development of enjoyment and self-efficacy in both countries. Many Norwegian students reported low mathematics-related enjoyment and self-efficacy, including negative developments. It may be important to provide positive experiences of mathematical activities during preschool teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01