The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this st...The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.展开更多
The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this st...The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.展开更多
Purpose:The new Finnish National Core Curriculum for Early Childhood Education and Care(2018)strongly highlights pedagogical knowledge and practice,demanding teachers to develop their pedagogical thinking,evaluation,j...Purpose:The new Finnish National Core Curriculum for Early Childhood Education and Care(2018)strongly highlights pedagogical knowledge and practice,demanding teachers to develop their pedagogical thinking,evaluation,judgment,and operating culture.Since ethics is viewed as vital characteristics of the teaching profession,our objective is to make these complex ethical issues more visible to be subject to democratic discussion and change.Design/Approach/Methods:The framework comprises a broad theory base of codes of ethics and professional codes of ethics of teaching.The research materials were national curricula of early childhood education and care(ECEC)-and pre-primary education.The eight-step qualitative analysis process was applied to identify and shed light on the codes of ethics laying the foundations forpurposeful and ethical earlychildhood education(ECE)teacher.Findings:The results indicate that through both theoretical lenses,the Finnish ECEC curricula comprise several ethical codes.For the future purposeful ECE teachers as ethical professionals,the results raise questions for further discussion.Particularly,issues related to the ethics of care,intellectual freedom,inquiry stance,and professional competence,and diversity may further enhance our ECEC curricula.展开更多
文摘The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.
文摘The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.
文摘Purpose:The new Finnish National Core Curriculum for Early Childhood Education and Care(2018)strongly highlights pedagogical knowledge and practice,demanding teachers to develop their pedagogical thinking,evaluation,judgment,and operating culture.Since ethics is viewed as vital characteristics of the teaching profession,our objective is to make these complex ethical issues more visible to be subject to democratic discussion and change.Design/Approach/Methods:The framework comprises a broad theory base of codes of ethics and professional codes of ethics of teaching.The research materials were national curricula of early childhood education and care(ECEC)-and pre-primary education.The eight-step qualitative analysis process was applied to identify and shed light on the codes of ethics laying the foundations forpurposeful and ethical earlychildhood education(ECE)teacher.Findings:The results indicate that through both theoretical lenses,the Finnish ECEC curricula comprise several ethical codes.For the future purposeful ECE teachers as ethical professionals,the results raise questions for further discussion.Particularly,issues related to the ethics of care,intellectual freedom,inquiry stance,and professional competence,and diversity may further enhance our ECEC curricula.
