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dc.contributor.authorBrunner, Esther
dc.date.accessioned2021-10-07T09:33:58Z
dc.date.available2021-10-07T09:33:58Z
dc.date.issued2021
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/50852
dc.description.abstractIn many countries, early mathematics education rests on normative postulates. Moreover, it tends to be considerably less standardized and, at the same time, more pronouncedly situation-specific than school education. Given these differences, the professional skills of early childhood teachers have come into the focus of research and the question arises to what extent general models of professional skills can be directly transferred to the context of early childhood teachers. Based on the “opportunity-usage model of teaching”, this contribution attempts to determine more precisely what influences teaching is basically subject to. Subsequently, I will ask how early mathematics education differs from general education and what the rationales and the level-specific postulates of early mathematics education consist in. The outline of the specifics of early mathematics education and the field of work leads to a characterization of the professional group that enacts this teaching and to the question as to what professional skills early childhood teachers need. Against this background, the final section suggests an extension of the model of the transformation of professional skills, and briefly outlines open questions and future lines of research.en_US
dc.languageEnglishen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schoolsen_US
dc.subject.otherChildhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßenen_US
dc.titleChapter 13 Outlooken_US
dc.title.alternativeContext and its consequences: A neglected factor in research on early childhood teachers’ professional skills?en_US
dc.typechapter
oapen.identifier.doi10.4324/9781003172529-14en_US
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bben_US
oapen.relation.isPartOfBookbe8582c2-6ea5-400b-af6a-677dfa493cf8en_US
oapen.relation.isbn9781032000541en_US
oapen.relation.isbn9781032000558en_US
oapen.imprintRoutledgeen_US
oapen.pages24en_US
peerreview.anonymitySingle-anonymised
peerreview.anonymitySingle-anonymised
peerreview.anonymitySingle-anonymised
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
peerreview.open.reviewNo
peerreview.open.reviewNo
peerreview.publish.responsibilityPublisher
peerreview.publish.responsibilityPublisher
peerreview.review.stagePre-publication
peerreview.review.stagePre-publication
peerreview.review.typeProposal
peerreview.review.typeProposal
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.titleProposal review
peerreview.titleProposal review
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).||Taylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).


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