Lars Jenßen

Process Mediates Structure: The Relation between Preschool Teacher Education and Preschool Teachers' Knowledge.

Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and mathematical content knowledge (MCK) with standardized tests. Process indicators in terms of OTL and outcome indicators in terms of knowledge varied substantially across teacher education types and stages. Controlling for preschool teachers’ background, multilevel models revealed that OTL in general pedagogy and mathematics pedagogy provided during teacher education were significantly related to GPK and MPCK. Effect sizes reached up to 2 thirds of a standard deviation. OTL in mathematics pedagogy were in turn significantly related to the type of institution that offered a program in favor of pedagogical colleges compared with vocational schools. OTL were also significantly related to program stage in favor of the last year of preschool teacher education compared with the beginning. Process characteristics in terms of OTL mediated fully or partly structural characteristics of teacher education such as type of institution or program stage. These results suggest that the OTL provided are more important than whether prospective preschool teachers were at the beginning or the end of their program or whether they were prepared at vocational schools or pedagogical colleges (although entrance differences have still be taken into account). It may be an important responsibility of policymakers then to ensure that all prospective preschool teachers receive sufficient OTL.

A Question of Validity: Clarifying the Hierarchical Nature of Teacher Cognition

Domain-specific cognitive constructs often show strong empirical correlations with each other if not controlled for g, although they are conceptually different, because individuals invest their general ability in all types of learning processes. Based on the investment theory and Jan-Eric Gustafsson’s work, the present paper examines for the first time the relation between prospective preschool teachers’ cognitive facets. Data from 354 prospective preschool teachers from 3 different federal states in Germany are used. As hypothesized, g was significantly, and with large effect sizes, correlated with the domain-specific constructs mathematical content knowledge (MCK), mathematics pedagogical content knowledge (MPCK), and ability to perceive mathematics-related preschool situations (PERC). The hierarchical relation of g, PERC and MCK or MPCK respectively was modeled by applying nested factor (NF) and second-order models. As hypothesized, the strength of the predictive effect of MPCK on PERC was substantially lower but still significant in both the direct hierarchical and the indirect hierarchical model if g was controlled for. Again as hypothesized, the effect of MCK on PERC was not significant anymore once g was introduced—and this applied again to both hierarchical models. These results suggest that intelligence was invested in preschool teachers’ learning of the domain-specific constructs and needs therefore to be controlled for if domain-specific effects of teacher education on outcomes are to be examined. The data revealed furthermore that a difference in the relevance of MCK and MPCK for PERC exists. The NF and the second-order model did not differ significantly with respect to their fit to the data.

Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs

ABSTRACT This study examined the level, structure and cognitive, educational and psychological determinants of beliefs about the relevance and nature of mathematics, about gender-stereotypes with respect to mathematics abilities and about enjoyment of mathematics. Prospective preschool teachers from programs at vocational schools and higher education institutions as well as in the first and last years of their programs were compared. As hypothesized, the beliefs were significantly correlated to each other which pointed to a coherent belief system. Differences between types of institutions and program stage supported the notion of development during the program. Knowledge of mathematics and opportunities to learn mathematics pedagogy were significantly related to beliefs. This may point to a need to include these domains in preschool teacher education or to require them as prerequisites before intake to a program. Gender-stereotypes were more strongly related to flexibility than to domain-specific predictors which points to the personality-related nature of beliefs.

Beyond Cognition: Experts’ Views on Affective-Motivational Research Dispositions in the Social Sciences

Research competence (RC) as a key ability of students in the social sciences has thus far been conceptualized as consisting primarily of cognitive dispositions. However, owing to its highly complex and demanding nature, competence in conducting research might require additional affective and motivational dispositions. To address this deficiency in the literature, first, we conducted a qualitative interview study with academic experts (N = 16) in which we asked them to identify challenging research situations and the affective-motivational research dispositions needed to cope with them. We employed a subsequent online rating (N = 27) to evaluate the situations and dispositions that had been identified. The resulting affective-motivational facet of RC encompasses six challenging situations that are often encountered and nine dispositions that are necessary to successfully conduct research in the social sciences and may be used to both inform and evaluate research-based learning. The interview-based approach may serve as an exemplary procedure to postulate affective-motivational facets of competence models.

Operationalisierung des mathematikbezogenen Wissens angehender frühpädagogischer Fachkräfte

Im Rahmen des BMBF-Projekts KomMa wurden Leistungstests zur Erfassung des professionellen Wissen angehender fruhpadagogischer Fachkrafte im Bereich Mathematik und Mathematikdidaktik entwickelt. Das mathematische Wissen wurde anhand der mathematischen Inhalte operationalisiert. Bei der Operationalisierung des mathematikdidaktischen Wissens werden vorbereitungs- und interaktionsbezogene Dimensionen berucksichtigt. Beide Leistungstests werden anhand von Itembeispielen vorgestellt. Des Weiteren wird die differenzielle Validitat der entwickelten Tests mit einem deskriptiven Verfahren gepruft. Hierzu wird das Wissen der angehenden Fachkrafte in Beziehung zu dem angehender Grundschullehrkrafte gesetzt. Der Test differenziert in der betrachteten Gelegenheitsstichprobe nur eingeschrankt zwischen den beiden Gruppen, was eine kleinere Einschrankung der insgesamt gut belegten Validitat der beiden Leistungstests darstellt.