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dc.date.accessioned2017-12-27T18:58:24Z
dc.date.available2017-12-27T18:58:24Z
dc.date.created2017-09-22T16:58:12Z
dc.date.issued2017
dc.identifier.citationBlömeke, Sigrid Dunekacke, Simone Jenssen, Lars . Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs. European Early Childhood Education Research Journal. 2017, 25(6), 885-903
dc.identifier.urihttp://hdl.handle.net/10852/59435
dc.description.abstractThis study examined the level, structure and cognitive, educational and psychological determinants of beliefs about the relevance and nature of mathematics, about gender-stereotypes with respect to mathematics abilities and about enjoyment of mathematics. Prospective preschool teachers from programs at vocational schools and higher education institutions as well as in the first and last years of their programs were compared. As hypothesized, the beliefs were significantly correlated to each other which pointed to a coherent belief system. Differences between types of institutions and program stage supported the notion of development during the program. Knowledge of mathematics and opportunities to learn mathematics pedagogy were significantly related to beliefs. This may point to a need to include these domains in preschool teacher education or to require them as prerequisites before intake to a program. Gender-stereotypes were more strongly related to flexibility than to domain-specific predictors which points to the personality-related nature of beliefs.en_US
dc.languageEN
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleCognitive, educational and psychological determinants of prospective preschool teachers’ beliefsen_US
dc.typeJournal articleen_US
dc.creator.authorBlömeke, Sigrid
dc.creator.authorDunekacke, Simone
dc.creator.authorJenssen, Lars
cristin.unitcode185,18,7,0
cristin.unitnameCentre for Educational Measurement
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode2
dc.identifier.cristin1497172
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=European Early Childhood Education Research Journal&rft.volume=25&rft.spage=885&rft.date=2017
dc.identifier.jtitleEuropean Early Childhood Education Research Journal
dc.identifier.volume25
dc.identifier.issue6
dc.identifier.startpage885
dc.identifier.endpage903
dc.identifier.doi10.1080/1350293X.2017.1380885
dc.identifier.urnURN:NBN:no-62103
dc.type.documentTidsskriftartikkelen_US
dc.type.peerreviewedPeer reviewed
dc.source.issn1350-293X
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/59435/1/Cognitive%2Beducational%2Band%2Bpsychological%2Bdeterminants%2Bof%2Bprospective%2Bpreschool%2Bteachers%2Bbeliefs.pdf
dc.type.versionPublishedVersion


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