Journals Information
Universal Journal of Educational Research Vol. 7(11), pp. 2258 - 2261
DOI: 10.13189/ujer.2019.071102
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Early Childhood Teachers' Pedagogical Content Knowledge in Mathematics: A Research Report from China
Fang Tian 1,2, Jin Huang 1,*
1 Department of Early Childhood Education, East China Normal University, China
2 Department of Early Childhood Education, Shaanxi Xueqian Normal University, China
ABSTRACT
The focus on Pedagogical Content Knowledge (PCK) of pre-school teachers is a breakthrough point to promote teacher's professional development and quality of early childhood education. Based on an investigation of PCK of 161 pre-school teachers from Shanghai, this study described the level of PCK for early mathematics (PCK-EM) of pre-school teachers and examined the influence of their background on the level of PCK-EM. Further, the study put forward implications and suggestions on improving and promoting early mathematics education.
KEYWORDS
Pre-school Teachers, Mathematics, Pedagogical Content Knowledge (PCK)
Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Fang Tian , Jin Huang , "Early Childhood Teachers' Pedagogical Content Knowledge in Mathematics: A Research Report from China," Universal Journal of Educational Research, Vol. 7, No. 11, pp. 2258 - 2261, 2019. DOI: 10.13189/ujer.2019.071102.
(b). APA Format:
Fang Tian , Jin Huang (2019). Early Childhood Teachers' Pedagogical Content Knowledge in Mathematics: A Research Report from China. Universal Journal of Educational Research, 7(11), 2258 - 2261. DOI: 10.13189/ujer.2019.071102.