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Teaching Quality in Kindergarten: Professional Development and Quality of Adaptive Learning Support Enhances Mathematical Competency

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Title: Teaching Quality in Kindergarten: Professional Development and Quality of Adaptive Learning Support Enhances Mathematical Competency
Language: English
Authors: Simone Dunekacke (ORCID 0000-0002-7242-1766), Andrea Wullschleger (ORCID 0000-0003-4390-3835), Urs Grob, Aiso Heinze, Anke Lindmeier, Franziska Vogt, Susanne Kuratli Geeler, Miriam Leuchter, Anuschka Meier-Wyder, Selma Seemann, Elisabeth Moser Opitz
Source: ZDM: Mathematics Education. 2024 56(5):923-935.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Preschool Teachers, Kindergarten, Mathematics Instruction, Faculty Development, Mathematics Skills, Teacher Competencies, Program Effectiveness, Correlation, Student Needs, Teaching Methods
DOI: 10.1007/s11858-024-01566-y
ISSN: 1863-9690
1863-9704
Abstract: Adaptive 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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1443550
Database: ERIC
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  Data: Teaching Quality in Kindergarten: Professional Development and Quality of Adaptive Learning Support Enhances Mathematical Competency
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  Data: <searchLink fieldCode="AR" term="%22Simone+Dunekacke%22">Simone Dunekacke</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7242-1766">0000-0002-7242-1766</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrea+Wullschleger%22">Andrea Wullschleger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4390-3835">0000-0003-4390-3835</externalLink>)<br /><searchLink fieldCode="AR" term="%22Urs+Grob%22">Urs Grob</searchLink><br /><searchLink fieldCode="AR" term="%22Aiso+Heinze%22">Aiso Heinze</searchLink><br /><searchLink fieldCode="AR" term="%22Anke+Lindmeier%22">Anke Lindmeier</searchLink><br /><searchLink fieldCode="AR" term="%22Franziska+Vogt%22">Franziska Vogt</searchLink><br /><searchLink fieldCode="AR" term="%22Susanne+Kuratli+Geeler%22">Susanne Kuratli Geeler</searchLink><br /><searchLink fieldCode="AR" term="%22Miriam+Leuchter%22">Miriam Leuchter</searchLink><br /><searchLink fieldCode="AR" term="%22Anuschka+Meier-Wyder%22">Anuschka Meier-Wyder</searchLink><br /><searchLink fieldCode="AR" term="%22Selma+Seemann%22">Selma Seemann</searchLink><br /><searchLink fieldCode="AR" term="%22Elisabeth+Moser+Opitz%22">Elisabeth Moser Opitz</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22ZDM%3A+Mathematics+Education%22"><i>ZDM: Mathematics Education</i></searchLink>. 2024 56(5):923-935.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 13
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: 10.1007/s11858-024-01566-y
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  Data: Adaptive 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.
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Kindergarten
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Teaching Methods
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      – TitleFull: Teaching Quality in Kindergarten: Professional Development and Quality of Adaptive Learning Support Enhances Mathematical Competency
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