The Effects of Pre-service Early Childhood Teachers’ Pedagogical Content Knowledge in Mathematics and Constructivist Educational Belief on Mathematics Teaching Efficacy

• Published in: International Journal of Advanced Culture Technology(IJACT) Vol. 12; no. 3; pp. 441 - 448
• Main Authors: 김상림, 정다현, 강지은, 김다연, 김민채, 이미진, 박지영, 성형지
• Format: Journal Article
• Language: English
• Published: 국제문화기술진흥원 30.09.2024
• Subjects: 과학기술학; Constructivist Educational Belief; Pedagogical Content Knowledge in Mathematics; Pre-service Early Childhood Teachers; Mathematics Teaching Efficacy
• ISSN: 2288-7202; 2288-7318
• DOI: 10.17703/IJACT.2024.12.3.441

The purpose of the study was to examine the effects of pre-service early childhood teachers’ pedagogical content knowledge in mathematics and constructivist educational belief on mathematics teaching efficacy. The subjects were 187 pre-service early childhood teachers who enrolled in universities majoring early childhood education. We used self-reporting survey questionnaires to measure the major variables and utilized the SPSS 28.0 Program to analyze the collected data. Cronbach’s alphas were calculated and the descriptive statistical analysis were conducted. To investigate the research questions, Pearson’s correlation analysis and multiple regression analysis were done. As results, the higher the levels of pre-service early childhood teachers' pedagogical content knowledge in mathematics and constructivist educational beliefs, the higher their mathematics teaching efficacy. In addition, both pedagogical content knowledge in mathematics and constructivist educational belief were validated as the predictors of increased mathematics teaching efficacy of pre-service early childhood teachers.