Mathematische Bildung in Alltags-und Spielsituationen begleiten-Handlungsnahe Erfassung mathematikdidaktischer Kompetenz angehender frühpädagogischer Fachkräfte durch die Bearbeitung von Videovignetten. Eine empirische Studie zum didaktischen Handeln von Erzieherinnen und Erziehern im Bereich Mathematik (Empirische Studien zur Didaktik der Mathematik, Bd. Adaptive Förderung in der elementarpädagogischen Praxis. Beyond dichotomies: Competence viewed as a continuum. Münster: Waxmann.īlömeke, S., Gustafsson, J.-E., & Shavelson, R. Macha (Eds.), Videobasierte Kompetenzforschung in den Fachdidaktiken (pp. Der Beitrag der Videoforschung zur Kompetenzforschung. Scandinavian Journal of Educational Research, 60(3), 359–377. Teachers’ pedagogical mathematical awareness in Swedish early childhood education. We conclude that KTs’ situational perception of mathematical concepts might be stronger influenced by KTs’ knowledge background than their situational perception of general aspects of education. We found major differences between the Austrian and Norwegian students’ responses with respect to the mathematical concepts category. As a result, we identified three categories amongst the written responses: process, learning and mathematical concepts. Data was analysed with a qualitative content analysis. Data was collected through a video-based questionnaire: The students watched seven video vignettes and wrote down their observations and reflections immediately upon watching. Therefore, we conducted a qualitative study with N = 5 students from Austria and N = 5 students from Norway. The aim of this study is to contribute to the discussion on KTs’ situational perception by identifying aspects of early childhood education students’ situational perception in mathematics. This is especially true for kindergarten teachers (KTs) as most of their teaching is based on natural learning situations.
Situation-specific skills, as situational perception, are a central part of educators’ competence.
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