Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement
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| Title: | Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement |
|---|---|
| Language: | English |
| Authors: | Jessica Heather Hunt, Brianna Bentley (ORCID |
| Source: | International Journal of Virtual and Personal Learning Environments. 2024 14(1). |
| Availability: | IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305U200001 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | MOOCs, Preschool Teachers, Mathematics Instruction, Professional Development, Learner Engagement, Online Courses, Early Childhood Teachers, Teacher Attitudes, Attitude Change, Course Evaluation, Course Objectives |
| ISSN: | 1947-8518 1947-8526 |
| Abstract: | This study focused on the effects of an early math online professional learning course offered to preschool teachers. The course was designed to inform participants' knowledge of developmental progressions and promote daily mathematics instruction that encouraged students to view their world through a mathematical lens. A survey of preschool teachers' beliefs was administered to participants of the course to determine if participants' beliefs changed significantly and how their pre-course beliefs influenced their engagement in the course. Findings indicate that the course impacted preschool teachers regardless of their area of responsibility, education level, or experience level. The teachers' comfort with teaching math to young children and perspectives about age appropriateness of mathematics were both positively influenced by the course. The teachers with the most positive initial beliefs had a higher rate of course completion. Implications for the field of preschool teacher education and online professional learning environments are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | EJ1451377 |
| Database: | ERIC |
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