A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Analysis of Content Knowledge Categories in Preservice Teachers When Teaching the Concept of Number in Preschool
This paper analyzes a cohort of 128 pre-service educators teaching the concept of numbers to 4–5 year old children. Through a professional practice report, which educators elaborate on during the last year of teaching training, we have constructed a dichotomous guide to examine content knowledge, pedagogical content knowledge, curricular content knowledge, and reflective practice categories in their teaching practice. A Bernoulli statistical analysis and the k-means algorithm applied to a sample of 51 lesson plans collected from practice reports leads us to conclude that there is a weak integration of knowledge categories in educators’ practice and suggests how to improve their teaching–learning process.
Analysis of Content Knowledge Categories in Preservice Teachers When Teaching the Concept of Number in Preschool
This paper analyzes a cohort of 128 pre-service educators teaching the concept of numbers to 4–5 year old children. Through a professional practice report, which educators elaborate on during the last year of teaching training, we have constructed a dichotomous guide to examine content knowledge, pedagogical content knowledge, curricular content knowledge, and reflective practice categories in their teaching practice. A Bernoulli statistical analysis and the k-means algorithm applied to a sample of 51 lesson plans collected from practice reports leads us to conclude that there is a weak integration of knowledge categories in educators’ practice and suggests how to improve their teaching–learning process.
Analysis of Content Knowledge Categories in Preservice Teachers When Teaching the Concept of Number in Preschool
Rigoberto Chavira-Quintero (author) / José Manuel Olais-Govea (author)
2023
Article (Journal)
Electronic Resource
Unknown
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