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Pedagogical content knowledge in preservice preschool teachers and its association with opportunities to learn during teacher training

  • Joke TorbeynsEmail author
  • Sandy Verbruggen
  • Fien Depaepe
Original Article
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Abstract

Teachers’ pedagogical content knowledge (PCK) importantly contributes to instructional quality and student outcomes. We aimed to complement the limited insights into preservice preschool teachers’ PCK, and its association with opportunities to learn (OTL), during teacher training. We offered 162 first-to-final-year preservice preschool teachers from two different teacher training institutes in Flanders (Belgium) a recently developed scenario-based instrument addressing students’ understanding of preschoolers’ (mis)conceptions and appropriate instructional strategies in the domain of early mathematics. Our findings revealed quantitative differences between first-year students’ PCK on the one hand and second-year and third-year students’ PCK on the other hand. We did not observe any quantitative differences in PCK between second-year and third-year students. Additional analyses on students’ errors pointed to qualitative differences between first-, second- and third-year students’ PCK. We interpret these findings in view of students’ OTL during teacher training, and discuss their theoretical and methodological implications for future work in the domain of teacher competence.

Keywords

Pedagogical content knowledge Preschool Early mathematics Scenario-based instrument Opportunities to learn Teacher training 

Notes

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Copyright information

© FIZ Karlsruhe 2019

Authors and Affiliations

  1. 1.KU Leuven, Center for Instructional Psychology and TechnologyLeuvenBelgium

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