Downloads: 50 | Weekly Hits: ⮙1 | Monthly Hits: ⮙1
Doctoral Thesis | Pedagogy | Zambia | Volume 9 Issue 12, December 2020
Pre-school Teachers Pedagogical Content Knowledge for Teaching Informal Geometry: A Case of In-Service University Students
Abstract: Pre-school pedagogical content Knowledge is increasingly taking a centre stage in teaching children in Early Childhood Education (ECE) centres. As such, this research examined pre-school teachers pedagogical content knowledge for teaching informal geometry in a quest to find out what early childhood informal geometry education was, design a degree course in early childhood hood education, where informal geometry is in early childhood education, construct and operationalise of the centre of excellence where informal geometry is concerned, come up with a syllabus and activities that teachers could be using to teach informal geometry. The purpose of this study was to establish the kind of geometry the students had come with before embarking on teaching. This was done so, so as to align the researchers teaching philosophy of teaching students in a similar way they are expected to teach the children. In the early childhood curriculum, there should be a connection between informal and formal geometry. The research was anchored on the theory of mathematical knowledge for teaching and Play based pedagogy because there is a shift globally to empower teachers with both instructional, educator –led approach based on training programmes and play-based approach. This research involved 84 university in-service students, 10 serving teachers, 01 early childhood specialist and 01 officer working for an NGO. Data was collected through participant observations, interviews, focus group discussions, questionnaire, audio-visual, presentations methods in different settings and during the residential. Best practices in mathematical knowledge for teaching and play based pedagogy were enhanced on designing a degree course for early childhood education, module writing, construction and operationalisation of the centre of excellence, coming up with a course outline and activities in numeracy and development with a bias towards informal geometry. This research faced challenges in mobility,
Keywords: Pre-school pedagogical content knowledge, Mathematical knowledge for teaching, Informal geometry, early childhood education, learning through pedagogy, Early Learning and Development standards
Edition: Volume 9 Issue 12, December 2020,
Pages: 1565 - 1583
How to Cite this Article?
Getrude Chimfwembe-Gondwe, "Pre-school Teachers Pedagogical Content Knowledge for Teaching Informal Geometry: A Case of In-Service University Students", International Journal of Science and Research (IJSR), https://www.ijsr.net/get_abstract.php?paper_id=SR201224234848, Volume 9 Issue 12, December 2020, 1565 - 1583
How to Share this Article?
Similar Articles with Keyword 'pedagogical'
The Implementation of Grade 11 Science Program in Public Secondary Schools: Teachers Pedagogical Practices and Problems Encountered in Teaching Science
Benjamin C. Abregado
Analysis of the Results of Experimental Work on Forming Professional Competencies of Future Teachers in the Conditions of Design and Contexted Training
G. A. Aldzhanova
Similar Articles with Keyword 'content'
Selection and Methodological Organization of Educational Material for a Professionally Oriented Textbook in a Foreign Language for Students of Humanitarian Specialties
Ashurova Nigina Alimdjanovna
Classroom Practices that Exist when University In-Service Students Teach Informal Geometry
Similar Articles with Keyword 'knowledge'
Ecological Education as a Factor of Formation of Ecological Culture of Students in Higher Education Institutions
Tursynbekova Kundyz Zholdasbekovna
Effectiveness of Reflective Judgment Model on the Critical Thinking Skills of Grade 7 Students
Miralona M. Elarcosa