• Simone Dunekacke
In recent years early mathematical education has increasingly become a subject of didactic research. Whether preschool teachers acquire the competence needed to foster early mathematical literacy as part of their professional training or practice has been examined empirically only in the last six years. Up to now there are still some lacks of research which can be identified. The presented cumulative Ph.D. Study is a first step to close these research gaps. The main objective of this work is to analyze the competence structure of prospective preschool teachers taking into account their dispositions and situation specific skills. This entails two more goals, firstly, the development of a videobased assessment to measure situation specific skills, and, secondly, the review of the prognostic and differential validity of the two achievement tests to measure professional knowledge, developed within the KomMa-project. In the empirical part of the paper it is shown that it is possible to develop such a videobased assessment. In a quantitative empirical study first evidence for the prognostic and differential validity of the KomMa achievement tests is given. Concerning the main objective of this Ph.D. project, the professional competence of prospective preschool teachers in the field of mathematics is examined. As expected, it is shown that competence is a multidimensional construct. Especially the mathematics pedagogical content knowledge and the application-oriented beliefs of the prospective preschool teachers are predictive for their perception of situations and planning of actions. Following the current state of research this P.hD. project provides further evidence that professional competence of prospective preschool teachers in the field of mathematics is a specific form of mathematics education, which thus also requires appropriate training and further education opportunities.
Translated title of the contributionFostering mathematical learning in everyday and game situations – Action-orientated assessment of preschool teachers professional competence in the domain of mathematics by processing video vignettes
Original languageGerman
Place of PublicationBerlin
Number of pages183
Publication statusPublished - 16.08.2016

    Research areas

  • Professional Competence, Preschool Teacher, Mathematics, Videobased Assessment

ID: 677189