Every time we teach a child something, we keep him from inventing it himself.
On the other hand, that which we allow him to discover for himself
will remain with him visible for the rest of his life. — Jean Piaget
That is important for me in teacher training: Teachers' competencies have a significant impact on children's development and success in school (Lipowsky 2006). Those competencies are complex and cover both physical and mental abilities (Frey 2004, p. 904) that can be described by a hierarchical model. Such a model was developed and differentiated with a focus on mathematics teachers by the COACTIV research project (Krauss et.al. 2004, 36). Besides professional knowledge, beliefs, motivation and self-regulation are important as well. Ethical and practical dimensions are likewise important for professional development as cognitive.
In all three dimensions, one should achieve a balanced relation between reflection and routine (Terhart 2006, p. 239). Pre-service teacher training at the university level is first and foremost focussed on the development of professional knowledge. In the mathematical field, this is mathematical content knowledge, mathematical content knowledge for teaching, and mathematics pedagogical content knowledge, which are not independent of each other but have to be learned interlaced. Mathematical content knowledge alone is not enough to be a good teacher, but it is an indispensable prerequisite for understanding how to teach mathematics.
My aim is to provide sound theoretical knowledge as well as opportunities for practical experience how to work with mathematics in early childhood education. This includes that students both work independently with tasks, study learning content, communicate and collaborate with eachother, presente their learning trails to the others and reflect on practice and results.
Below, you will find two videos, a PED talk about play in mathematics (in English) and a video explaining my pedagogy (in Norwegian).
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