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Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs. / Blömeke, Sigrid; Dunekacke, Simone; Jenßen, Lars.

in: European Early Childhood Education Research Journal, 10.10.2017.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Blömeke, S, Dunekacke, S & Jenßen, L 2017, 'Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs' European Early Childhood Education Research Journal.

APA

Blömeke, S., Dunekacke, S., & Jenßen, L. (2017). Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs. European Early Childhood Education Research Journal.

Vancouver

Blömeke S, Dunekacke S, Jenßen L. Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs. European Early Childhood Education Research Journal. 2017 Okt 10.

BibTeX

@article{4eed9ce09d854fe8a85932359a72a058,
title = "Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs",
abstract = "This study examined the level, structure and cognitive, educational and psychological determinants of beliefs about the relevance and nature of mathematics, about gender-stereotypes with respect to mathematics abilities and about enjoyment of mathematics. Prospective preschool teachers from programs at vocational schools and higher education institutions as well as in the first and last years of their programs were compared. As hypothesized, the beliefs were significantly correlated to each other which pointed to a coherent belief system. Differences between types of institutions and program stage supported the notion of development during the program. Knowledge of mathematics and opportunities to learn mathematics pedagogy were significantly related to beliefs. This may point to a need to include these domains in preschool teacher education or to require them as prerequisites before intake to a program. Gender-stereotypes were more strongly related to flexibility than to domain-specific predictors which points to the personality-related nature of beliefs.",
author = "Sigrid Blömeke and Simone Dunekacke and Lars Jenßen",
year = "2017",
month = "10",
journal = "European Early Childhood Education Research Journal",

}

RIS

TY - JOUR

T1 - Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs

AU - Blömeke,Sigrid

AU - Dunekacke,Simone

AU - Jenßen,Lars

PY - 2017/10/10

Y1 - 2017/10/10

N2 - This study examined the level, structure and cognitive, educational and psychological determinants of beliefs about the relevance and nature of mathematics, about gender-stereotypes with respect to mathematics abilities and about enjoyment of mathematics. Prospective preschool teachers from programs at vocational schools and higher education institutions as well as in the first and last years of their programs were compared. As hypothesized, the beliefs were significantly correlated to each other which pointed to a coherent belief system. Differences between types of institutions and program stage supported the notion of development during the program. Knowledge of mathematics and opportunities to learn mathematics pedagogy were significantly related to beliefs. This may point to a need to include these domains in preschool teacher education or to require them as prerequisites before intake to a program. Gender-stereotypes were more strongly related to flexibility than to domain-specific predictors which points to the personality-related nature of beliefs.

AB - This study examined the level, structure and cognitive, educational and psychological determinants of beliefs about the relevance and nature of mathematics, about gender-stereotypes with respect to mathematics abilities and about enjoyment of mathematics. Prospective preschool teachers from programs at vocational schools and higher education institutions as well as in the first and last years of their programs were compared. As hypothesized, the beliefs were significantly correlated to each other which pointed to a coherent belief system. Differences between types of institutions and program stage supported the notion of development during the program. Knowledge of mathematics and opportunities to learn mathematics pedagogy were significantly related to beliefs. This may point to a need to include these domains in preschool teacher education or to require them as prerequisites before intake to a program. Gender-stereotypes were more strongly related to flexibility than to domain-specific predictors which points to the personality-related nature of beliefs.

M3 - Journal articles

JO - European Early Childhood Education Research Journal

T2 - European Early Childhood Education Research Journal

JF - European Early Childhood Education Research Journal

ER -

ID: 839033