Teacher Knowledge in Early-Grade Mathematics: Comparing Early Career and Pre-Service Teachers in Ghana

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10491684" target="_blank" >RIV/00216208:11410/24:10491684 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=LS7FzOSyv6" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=LS7FzOSyv6</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.13187/ejced.2024.4.615" target="_blank" >10.13187/ejced.2024.4.615</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Teacher Knowledge in Early-Grade Mathematics: Comparing Early Career and Pre-Service Teachers in Ghana

Popis výsledku v původním jazyce

This study focuses on the pedagogical content knowledge (PCK) of pre-service and in-service early-grade mathematics teachers, contributing to the ongoing discussion on PCK. The Mathematics Pedagogical Content Knowledge Instrument (MPCKI) was used to collect data from forty pre-service and in-service early-grade teachers in Ghana. The higher PCK scores observed among pre-service teachers suggest that current teacher education programmes in Ghana effectively provide a solid theoretical foundation. However, the challenges reported by early-career teachers indicate a need to bridge the gap between theory and practice. Therefore, teacher education programmes should incorporate more practical, classroom-based experiences to better prepare teachers for the realities of Ghanaian classrooms. The results indicate that pre-service early-grade teachers have a higher level of PCK for teaching mathematics and suggest that pre-service teachers may be better equipped to effectively communicate mathematical concepts and enhance learners&apos; mathematical thinking than their early-career counterparts. The findings underscore the importance of robust teacher preparation programmes in developing pedagogical content knowledge which is crucial for effective mathematics instruction in the early grades.

Název v anglickém jazyce

Teacher Knowledge in Early-Grade Mathematics: Comparing Early Career and Pre-Service Teachers in Ghana

Popis výsledku anglicky

This study focuses on the pedagogical content knowledge (PCK) of pre-service and in-service early-grade mathematics teachers, contributing to the ongoing discussion on PCK. The Mathematics Pedagogical Content Knowledge Instrument (MPCKI) was used to collect data from forty pre-service and in-service early-grade teachers in Ghana. The higher PCK scores observed among pre-service teachers suggest that current teacher education programmes in Ghana effectively provide a solid theoretical foundation. However, the challenges reported by early-career teachers indicate a need to bridge the gap between theory and practice. Therefore, teacher education programmes should incorporate more practical, classroom-based experiences to better prepare teachers for the realities of Ghanaian classrooms. The results indicate that pre-service early-grade teachers have a higher level of PCK for teaching mathematics and suggest that pre-service teachers may be better equipped to effectively communicate mathematical concepts and enhance learners&apos; mathematical thinking than their early-career counterparts. The findings underscore the importance of robust teacher preparation programmes in developing pedagogical content knowledge which is crucial for effective mathematics instruction in the early grades.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

European Journal of Contemporary Education

ISSN

2304-9650

e-ISSN

2305-6746

Svazek periodika

13

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

RU - Ruská federace

Počet stran výsledku

10

Strana od-do

615-624

Kód UT WoS článku

001492816700001

EID výsledku v databázi Scopus

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