Chapter 13 Outlook
In many countries, early mathematics education rests on normative postulates. Moreover, it tends to be considerably less standardized and, at the same time, more pronouncedly situation-specific than school education. Given these differences, the professional skills of early childhood teachers have c...
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| Format: | Online |
| Idioma: | anglès |
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Taylor & Francis
2021
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| Accés en línia: | https://library.oapen.org/handle/20.500.12657/50852 |
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| _version_ | 1865099974065258496 |
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| author | Brunner, Esther |
| author_browse | Brunner, Esther |
| author_facet | Brunner, Esther |
| author_sort | Brunner, Esther |
| collection | Directory of Open Access Books |
| description | In many countries, early mathematics education rests on normative postulates. Moreover, it tends to be considerably less standardized and, at the same time, more pronouncedly situation-specific than school education. Given these differences, the professional skills of early childhood teachers have come into the focus of research and the question arises to what extent general models of professional skills can be directly transferred to the context of early childhood teachers. Based on the “opportunity-usage model of teaching”, this contribution attempts to determine more precisely what influences teaching is basically subject to. Subsequently, I will ask how early mathematics education differs from general education and what the rationales and the level-specific postulates of early mathematics education consist in. The outline of the specifics of early mathematics education and the field of work leads to a characterization of the professional group that enacts this teaching and to the question as to what professional skills early childhood teachers need. Against this background, the final section suggests an extension of the model of the transformation of professional skills, and briefly outlines open questions and future lines of research. |
| format | Online |
| id | doab-20.500.12854ir-72161 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-721612025-08-13T14:11:13Z Chapter 13 Outlook Brunner, Esther Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools In many countries, early mathematics education rests on normative postulates. Moreover, it tends to be considerably less standardized and, at the same time, more pronouncedly situation-specific than school education. Given these differences, the professional skills of early childhood teachers have come into the focus of research and the question arises to what extent general models of professional skills can be directly transferred to the context of early childhood teachers. Based on the “opportunity-usage model of teaching”, this contribution attempts to determine more precisely what influences teaching is basically subject to. Subsequently, I will ask how early mathematics education differs from general education and what the rationales and the level-specific postulates of early mathematics education consist in. The outline of the specifics of early mathematics education and the field of work leads to a characterization of the professional group that enacts this teaching and to the question as to what professional skills early childhood teachers need. Against this background, the final section suggests an extension of the model of the transformation of professional skills, and briefly outlines open questions and future lines of research. 2021-10-08T04:01:36Z 2021-10-08T04:01:36Z 2021-10-07T09:33:58Z 2021 chapter https://library.oapen.org/handle/20.500.12657/50852 9781032000541 9781032000558 https://directory.doabooks.org/handle/20.500.12854/72161 eng open access image/jpeg image/jpeg image/jpeg image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/50852/1/9781003172529_10.4324_9781003172529-14.pdf https://library.oapen.org/bitstream/20.500.12657/50852/1/9781003172529_10.4324_9781003172529-14.pdf https://library.oapen.org/bitstream/20.500.12657/50852/1/9781003172529_10.4324_9781003172529-14.pdf https://library.oapen.org/bitstream/20.500.12657/50852/1/9781003172529_10.4324_9781003172529-14.pdf https://library.oapen.org/bitstream/20.500.12657/50852/1/9781003172529_10.4324_9781003172529-14.pdf Taylor & Francis Routledge 10.4324/9781003172529-14 10.4324/9781003172529-14 fa69b019-f4ee-4979-8d42-c6b6c476b5f0 Early Childhood Teachers‘ Professional Competence in Mathematics 9781032000541 9781032000558 Routledge 24 open access |
| spellingShingle | Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools Brunner, Esther Chapter 13 Outlook |
| title | Chapter 13 Outlook |
| title_full | Chapter 13 Outlook |
| title_fullStr | Chapter 13 Outlook |
| title_full_unstemmed | Chapter 13 Outlook |
| title_short | Chapter 13 Outlook |
| title_sort | chapter 13 outlook |
| topic | Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools |
| topic_facet | Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools |
| url | https://library.oapen.org/handle/20.500.12657/50852 |
| work_keys_str_mv | AT brunneresther chapter13outlook |