Article
The Effect of a Learning Cycle Model-based Teacher Education Program on the Improvement of Mathematics Activities Using Natural Objects by Early Childhood Teachers
| e-ISSN | 2982-6845 |
| p-ISSN | 1226-4474 |
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Abstract
The aim of this study is to examine the effects of a learning cycle model-based teacher education program for the improvement of mathematics activities using natural objects on early childhood teachers’ pedagogical content knowledge in mathematics, mathematics teaching efficacy, mathematical attitudes, eco-friendly attitudes, and improvements in the recognition of the importance of young children’s mathematics activities using natural objects and the degree of implementation. This study targeted 39 teachers (19 in the experimental group and 20 in the comparative group) who were teaching young children (aged 3 to 5) at daycare centers. In order to investigate significant differences between the two groups when 14 sessions of the teacher education program were applied, independent T-tests and ANCOVA were carried out. The learning cycle model-based teacher education program for the improvement of mathematics activities using natural objects had a positive influence on early childhood teachers’ pedagogical content knowledge in mathematics, mathematics teaching efficacy, mathematical attitudes, eco-friendly attitudes, and the recognition of the importance of young children’s mathematics activities using natural objects and the degree of implementation. This study can make an important contribution to further studies on the development of more practical and systematic field-based teacher education programs by offering strategies for dealing with the difficulties encountered by in-service early childhood teachers involved in young children’s mathematics activities and by helping them to recognize the importance of in-service mathematics education for young children.