Enhancing Teachers' Pedagogical Awareness of Teaching Early Mathematical Skills - A Mixed Methods Study of Tailored Professional Development Program

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 arou...

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Bibliographic Details
Published in:Early education and development 2024-07, Vol.35 (5), p.1103-1125
Main Authors: Parviainen, Piia, Eklund, Kenneth, Koivula, Merja, Liinamaa, Tarja, Rutanen, Niina
Format: Article
Language:English
Subjects:
Cognition & reasoning
Early childhood education
Interviews
Mathematics Education
Mathematics Skills
Mixed methods research
Pedagogy
Professional development
Semi Structured Interviews
Teaching
Teaching Methods
Transformative Learning
Young Children
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Summary: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.
ISSN:1040-9289
1556-6935
DOI:10.1080/10409289.2024.2336661