Mathematic learning in thematic teaching focuses on solving practical life problems in young children’s life, which is neither similar to traditional subject-matter activities, nor implies combining various mathematical concepts to develop serious thematic activities. In fact, thematic teaching is appropriate for young children’s mathematic learning. Learning number concepts is the foundation of learning mathematics; however, very little academic research has been conducted in this field in the past decade in Taiwan. Therefore, the main objectives of this study were to establish a professional development program for promoting kindergarten teachers’ teaching of number concepts and explore targeted eight teachers’ professional development processes in an affiliated kindergarten of a public university in southern Taiwan. A “peer coaching” model was applied to design and implement the designated teacher professional development program, which aimed to advance teachers’ capabilities of using inquiry-based instructional activities for promoting the development of young children’s number concepts. A qualitative case study approach was employed in this one-year study. Data were collected and analyzed based on a single-case, holistic design for descriptive and explanatory purposes. In this study, a teacher professional development model with six dynamic-revision stages was briefly introduced. Further, targeted kindergarten teachers’ professional development processes were characterized into five gradations: awareness, awakening, learning, examining, and progressing. Finally, concrete recommendations were proposed based on the findings and discussions for future improvements.
|
Using Peer Coaching to Promote Early Childhood Teachers’ Professional Development on Teaching Number Concepts—An Approach of Thematic Teaching
Download
