Article
Characteristics of Early Childhood Teachers as Predictors of Pedagogical Content Knowledge in Mathematics
| e-ISSN | 2982-6845 |
| p-ISSN | 1226-4474 |
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Abstract
The purpose of the study was to investigate the effects of teacher variables on mathematics pedagogicalcontent knowledge in terms of educational experience (level of education, previous mathematics education,in-service mathematics education), educational activities (frequency of mathematics activities, curriculumimplementation), educational beliefs (teachers’ beliefs in a developmentally appropriate philosophy ofpractice) and what variables predict teachers’ mathematics pedagogical content knowledge better. For thispurpose, 327 early childhood teachers of childcare centers in Seoul and the metropolitan area conductedquestionnaire surveys. Pearson’s product moment correlation coefficient and stepwise multiple regressionanalysis were used for data analysis. As a result, the mathematics pedagogical content knowledge was mostinfluenced by the curriculum implementation, followed by the frequency of mathematics activities, in-servicemathematics education, educational beliefs in a developmentally appropriate philosophy of practice, and levelof education. The results of this study will explore ways to improve early childhood teachers’ mathematicspedagogical content knowledge and contribute to the development of early childhood teachers’ educationprograms.