From knowledge to action: The role of situation-specific skills in the math-related competence structure of early childhood teachers (MasiK)

• Applicants: Professorin Dr. Julia Bruns; Professorin Dr. Hedwig Gasteiger
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: since 2023
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 521904034

The math-related competence of early childhood teachers is considered to play a decisive role in the mathematical development of children. Theoretically based competence models assume three facets of the math-related competence of early childhood teachers: math-related knowledge, the ability of situational observation and perception and the ability to act pedagogically and didactically. A close connection is assumed between math-related knowledge and the ability of situational observation and perception on the one hand and the ability to observe and perceive situations and the ability to act pedagogically and didactically on the other. Furthermore, it is assumed that the ability of situational observation and perception mediates part of the connection between math-related knowledge and the ability to act pedagogically and didactically. Empirically, these assumptions have not yet been verified. First studies confirm connections between math-related knowledge and the ability of situational observation and perception. The relationship between the ability of situational observation and perception and the ability to act pedagogically and didactically as well as the interaction of the three facets of competence (math-related knowledge, ability of situational observation and perception, ability to act pedagogically and didactically) has not yet been sufficiently empirically investigated. This leads to the research question: How does the ability of situational observation and perception influence the relationship between mathematics-related knowledge and the ability of pedagogical-didactic action of early childhood educators in the field of 'early mathematics education'? To answer this question, an intervention study in a pre-post-test design with N = 180 early childhood teachers in two intervention groups and one control group will be conducted. To test causal effects, math-related knowledge and the ability of situational observation and perception is trained in group A, while only math-related knowledge is trained in group B. The data is analyzed with repeated measures ANOVA. In addition, regression-analytical mediation analyses are used to test the assumption of the mediating role of the ability to observe and perceive situations between math-related knowledge and the ability to act pedagogically and didactically. The results of this study have, in addition to their scientific relevance, a practical relevance for the training and professional development of early childhood teachers.

• DFG Programme: Research Grants