{"product_id":"early-childhood-teachers-professional-competence-in-mathematics-9781032000558","title":"Early Childhood Teachers Professional Competence in Mathematics","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis edited volume presents cutting-edge research on the professional competence of early childhood mathematics teachers. It considers professional knowledge, motivational-affective dispositions, skills and performance in early childhood mathematics and outlines future fields of research in this area.\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eThe book argues that it is essential for early childhood teachers to prepare a high-quality learning environment and that mathematical competence is highly relevant for children's individual development. Bringing together research from mathematics education, educational science and psychology, it integrates international perspectives and considers the contextual factors that affect the development of children's mathematical competence within Early Childhood Education and Care (ECEC) settings. The book uses a model to describe professional teacher competence that considers the dispositions of early childhood teachers, situation-specific skills of early childhood teachers an\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003col\u003e\n\u003cli\u003e Introduction \u003cem\u003eSimone Dunekacke, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts \u0026amp; Lars Jenßen\u003c\/em\u003e \u003c\/li\u003e\n\u003cli\u003e Part 1 - Dispositions \u003col\u003e\n\u003cli\u003e \u003cstrong\u003eVoices of competence: What I learned from my Early Education students\u003c\/strong\u003e\u003cbr\u003e \u003cem\u003eby Herbert P. Ginsburg\u003c\/em\u003e \u003c\/li\u003e\n\u003cli\u003e \u003cstrong\u003ePreschool teachers’ mathematical pedagogical content knowledge and self-reported classroom activities\u003c\/strong\u003e\u003cbr\u003e \u003cem\u003eby Joke Torbeyns, Febe Demedts and Fien Depaepe\u003c\/em\u003e \u003c\/li\u003e\n\u003cli\u003e \u003cstrong\u003eAge-appropriate performance expectations and learning objectives of early childhood teachers in the field of mathematics: a cross-country comparison of Austria and Switzerland\u003c\/strong\u003e\u003cbr\u003e \u003cem\u003eby Karoline Rettenbacher, Lars Eichen, Manfred Pfiffner \u0026amp; Catherine Walter-Laager\u003c\/em\u003e \u003c\/li\u003e\n\u003cli\u003e \u003cstrong\u003eHow preservice teacher training changes prospective ECEC teachers’ emotions about mathematics\u003c\/strong\u003e\u003cbr\u003e \u003cem\u003eby Oliver Thiel\u003c\/em\u003e \u003c\/li\u003e\n\u003cli\u003e \u003cstrong\u003eA math-avoidant profession? Review of the current research about early childhood teachers' mathematics anxiety and empirical evidence\u003c\/strong\u003e\u003cbr\u003e \u003cem\u003eby Lars Jenßen\u003c\/em\u003e \u003c\/li\u003e\n\u003cli\u003e \u003cstrong\u003eKindergarten educators’ affective-motivational dispositions: examining enthusiasm for fostering mathematics in kindergarten\u003c\/strong\u003e\u003cbr\u003e \u003cem\u003eby Franziska Vogt, Miriam Leuchter, Simone Dunekacke, Aiso Heinze, Anke Lindmeier, Susanne Kuratli Geeler, Anuschka Meier, Selma Seemann, Andrea Wullschleger \u0026amp; Elisabeth Moser Opitz\u003c\/em\u003e \u003c\/li\u003e\n\u003c\/ol\u003e \u003c\/li\u003e\n\u003cli\u003e Part 2 - Situation-Specific Skills \u003col\u003e\n\u003cli\u003e \u003cstrong\u003eEarly mathematics education – What do pre-service teachers learn?\u003c\/strong\u003e\u003cbr\u003e \u003cem\u003eby Simone Dunekacke \u0026amp; Sigrid Blömeke\u003c\/em\u003e \u003c\/li\u003e\n\u003cli\u003e \u003cstrong\u003eSupporting Preservice Early Childhood Educators to Identify Mathematical Activities in the Actions of Preverbal Young Children\u003c\/strong\u003e\u003cbr\u003e \u003cem\u003eby Audrey Cooke \u0026amp; Jenny Jay\u003c\/em\u003e \u003c\/li\u003e\n\u003c\/ol\u003e \u003c\/li\u003e\n\u003cli\u003e Part 3 - Performance \u003col\u003e\n\u003cli\u003e \u003cstrong\u003eEarly childhood teachers‘ selection of subskills-related activities and instructional approaches to foster children’s early number skills\u003c\/strong\u003e\u003cbr\u003e \u003cem\u003eby Lara Pohle, Lars Jenßen \u0026amp; Katja Eilerts\u003c\/em\u003e \u003c\/li\u003e\n\u003cli\u003e \u003cstrong\u003eLongitudinal Evaluation of a Scale-up Model for Professional Development in Early Mathematics\u003c\/strong\u003e\u003cbr\u003e \u003cem\u003eby Julie Sarama, Douglas H. Clements \u0026amp; Shannon Stark Guss\u003c\/em\u003e \u003c\/li\u003e\n\u003cli\u003e \u003cstrong\u003ePreschool Teachers’ Ways of Promoting Mathematical Learning in Picture Book Reading\u003c\/strong\u003e\u003cbr\u003e \u003cem\u003eby Camilla Björklund \u0026amp; Hanna Palmér\u003c\/em\u003e \u003c\/li\u003e\n\u003cli\u003e \u003cstrong\u003eThe relative frequency of mathematical learning opportunities in the morning circle in relation to the development of children’s mathematical competencies\u003c\/strong\u003e\u003cbr\u003e \u003cem\u003eby Aljoscha Jegodtka, Georg Hosoya, Markus Szczesny, Lars Jenßen, Corinna Schmude\u003c\/em\u003e \u003c\/li\u003e\n\u003cli\u003e \u003cstrong\u003eOutlook: Context and its consequences—a neglected factor in research on early-childhood teachers’ professional skills?\u003c\/strong\u003e\u003cbr\u003e \u003cem\u003eby Esther Brunner\u003c\/em\u003e \u003c\/li\u003e\n\u003c\/ol\u003e \u003c\/li\u003e\n\u003c\/ol\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":52084465172823,"sku":"9781032000558","price":37.04,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781032000558.jpg?v=1762206458","url":"https:\/\/bookcurl.com\/products\/early-childhood-teachers-professional-competence-in-mathematics-9781032000558","provider":"Book Curl","version":"1.0","type":"link"}