Intervention Study for Math-Related Attitudes of Preschool Teachers

Autor(en): Eichen, Lars
Bruns, Julia
Stichwörter: BELIEFS; competency development; early childhood mathematics education; Education & Educational Research; KNOWLEDGE; MATHEMATICS; professional development course
Erscheinungsdatum: 2017
Herausgeber: HOGREFE & HUBER PUBLISHERS
Journal: FRUHE BILDUNG
Volumen: 6
Ausgabe: 2
Startseite: 67
Seitenende: 73
Zusammenfassung: 
The professional development (PD) course EmMa - Erzieherinnen und Erzieher machen Mathematik follows the goal to promote math-related competences of preschool teachers. The PD course is accompanied by a pretest-posttest study with a nonequivalent control group focusing on the effects of the PD course. The math-related beliefs of n = 51 preschool teachers in the intervention group and n = 48 in the control group were assessed via the KomMa questionnaire (Blomeke et. al, 2015). The results of the t tests indicate that there is an effect on the static orientation and the application orientation depending on the intervention.
ISSN: 21919186
DOI: 10.1026/2191-9186/a000310

Show full item record

Page view(s)

1
Last Week
0
Last month
0
checked on Mar 2, 2024

Google ScholarTM

Check

Altmetric