Teaching quality in kindergarten. professional development and quality of adaptive learning support enhances mathematical competency

AbstractAdaptive learning support provided by kindergarten teachers before and after (macro-adaptive learning support) as well as during mathematical learning activities (micro-adaptive learning support) is a cross-cutting concept of teaching quality. Effective adaptive learning support enhances children’s learning. However, providing it is challenging and teachers need professional development (PD) to improve the quality of their support. This study investigates the mediating role of teaching quality between PD programs for kindergarten teachers and the development of children’s mathematical competency. 122 kindergarten teachers and their 825 pupils participated in the study. The teachers were randomly assigned to three groups. Two groups attended PD sessions designed to foster either macro- or micro-adaptive learning support. The third was the materials-only control group. The data was analyzed using a self-developed rating instrument focusing on generic and domain-specific elements of teaching quality related to macro- and micro-adaptive learning support. The multilevel latent change model analysis revealed that the PD programs had positive and significant effects on the teaching quality of kindergarten teachers. A significant positive relationship was also found between micro-adaptive learning support and changes in children’s mathematical competency. However, an indirect effect of teaching quality could not be detected, and the PD programs did not have a total effect on children’s mathematical competency. The study reinforces the importance of PD that specifically targets macro- and micro-adaptive learning support for kindergarten teachers. The mediation between PD and mathematical competency development requires further investigation.

Schlagwörter

Fachgebiet (DDC)

370 - Erziehung, Schul- und Bildungswesen

Projekt

Veranstaltung

Startdatum der Ausstellung

Enddatum der Ausstellung

Startdatum der Konferenz

Enddatum der Konferenz

Datum der letzten Prüfung

ISBN

ISSN

1863-9690

Sprache

Englisch

Während FHNW Zugehörigkeit erstellt

Ja

Zukunftsfelder FHNW

Publikationsstatus

Veröffentlicht

Begutachtung

Peer-Review der ganzen Publikation

Open Access-Status

Hybrid

Lizenz

Zitation

DUNEKACKE, Simone, Andrea WULLSCHLEGER, Urs GROB, Aiso HEINZE, Anke LINDMEIER, Franziska VOGT, Susanne KURATLI GEELER, Miriam LEUCHTER, Anuschka MEIER-WYDER, Selma SEEMANN und Elisabeth MOSER OPITZ, 2024. Teaching quality in kindergarten. professional development and quality of adaptive learning support enhances mathematical competency. ZDM. 2024. DOI 10.1007/s11858-024-01566-y. Verfügbar unter: https://doi.org/10.26041/fhnw-8751

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