Research in early childhood teacher domain-specific professional knowledge – a systematic review
Author:
Affiliation:
1. Department of Education and Psychology, Division Early Childhood Education Research, Freie Universität Berlin, Berlin, Germany
2. Department of Education, Division Chemistry Education, Universität Hamburg, Hamburg, Germany
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/1350293X.2021.1941166
Reference77 articles.
1. Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs
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1. Soziale und soziomathematische Normen in mathematikhaltigen Fachkraft-Kind-Diskursen in Kindertagesstätten;Journal für Mathematik-Didaktik;2024-08-12
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3. Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers;Education Sciences;2024-05-24
4. Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge;Frontiers in Psychology;2023-10-02
5. Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics;Journal of Early Childhood Teacher Education;2023-03-31
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