International Journal of Advanced Culture Technology

The International Promotion Agency of Culture Technology (국제문화기술진흥원)
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The Effects of Pre-service Early Childhood Teachers' Pedagogical Content Knowledge in Mathematics and Constructivist Educational Belief on Mathematics Teaching Efficacy

  • Sanglim Kim (Dept. of Early Childhood Education, Incheon National University) ;
  • Dahyun Jung (Dept. of Early Childhood Education, Incheon National University) ;
  • Jaeeun Kang (Dept. of Early Childhood Education, Incheon National University) ;
  • Dayeon Kim (Dept. of Early Childhood Education, Incheon National University) ;
  • Minchae Kim (Dept. of Early Childhood Education, Incheon National University) ;
  • Jiyoung Park (Dept. of Early Childhood Education, Incheon National University) ;
  • Hyeonji Seong (Dept. of Early Childhood Education, Incheon National University) ;
  • Mijin Lee (Dept. of Early Childhood Education, Incheon National University)
  • Received : 2024.07.27
  • Accepted : 2024.09.10
  • Published : 2024.09.30
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Abstract

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.

Keywords

References

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