An Evaluation of the Preservice-Teacher Training for Children's Literature and Mathematics Integration

Autor/in	Durmaz, Burcu
Titel	An Evaluation of the Preservice-Teacher Training for Children's Literature and Mathematics Integration
Quelle	In: Journal of Theoretical Educational Science, 15 (2022) 3, S.605-638 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Durmaz, Burcu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Preschool Teachers; Elementary School Teachers; Mathematics Teachers; Mathematics Instruction; Self Efficacy; Student Attitudes; Childrens Literature; Mathematics Education; Teaching Methods; Attitude Change; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; 'Children''s literature'; Kinderliteratur; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Attitudinal change; Einstellungsänderung; Ausland; Türkei
Abstract	This study aims to examine the change in intentions and views about the integration, mathematics teaching self-efficacy, and mathematical literacy self-efficacy after an online education about mathematics and children's literature to pre-service pre-school, primary school, and elementary mathematics teachers. The research participants consisted of fifty-four pre-service teachers who were selected by convenient sampling. A weak experimental pre-test and post-test design without control group was used. The data collection tools were the belief scale for the integration of mathematics, and children's literature, mathematics teaching self-efficacy belief, mathematics literacy self-efficacy scales and an open-ended question. The study findings revealed that the training enabled the pre-service teachers to gain positive inputs within the context of all the variables. Besides, the pre-service teachers' scores varied across their branches. A significant difference was identified between pre-service elementary mathematics teachers, and primary school and pre-school teachers in terms of the difference scores on intentions about integration. There are statistical differences between mathematics teaching self-efficacy and mathematical literacy self-efficacy pre-test and post-test scores. For further studies, various studies such as face-to-face, experimental studies on a single branch basis, may be conducted to examine the changes in beliefs and competences of pre-service teachers about mathematics and children's literature integration. [This study's initial findings were presented at the 5th International Turkish Computer & Mathematics Education Symposium (October 28-30, 2021).] (As Provided).
Anmerkungen	Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01