Preservice Preschool Teachers' Pedagogical Content Knowledge on Geometric Shapes in Terms of Children's Mistakes
Küçük Resim Yok
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals, Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
In this study, preservice preschool teachers' pedagogical content knowledge about geometric shapes was examined in the context of children's mistakes. A total of 84 preservice teachers, who were studying in preschool teacher education program at a state university in Turkey, participated in this study. of the preservice teachers, 34 were sophomore (second-year) and 50 were junior (third-year) undergraduate students. the illustrative case study method, a qualitative research method, was used. Seven different vignettes were developed by researchers and used as data collection tools. Each vignette had a typical geometrical mistake common for preschool-age children. the data obtained from open-ended vignettes were analyzed through the summative content analysis technique. in conclusion, it was observed that the preservice teachers succeeded in partially identifying children's mistakes in many vignettes. However, the preservice teachers failed to propose solutions for eliminating children's mistakes.
Açıklama
Anahtar Kelimeler
Geometry, pedagogical content, preschool education, preservice teachers
Kaynak
Journal of Research in Childhood Education
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
34
Sayı
3
