Collective but Diverse: Preschool Teachers Networking to Develop Toddler Mathematics

Hanna Palmér, Camilla Björklund

Abstract


This article focuses on professional development among teachers within a Swedish national network on toddler mathematics education. The activities within this network can be understood as participant-oriented collective professional development based on a knowledge of practice approach. An inventory of toddler mathematics was performed within this network through observations of authentic mathematical activities. The inventory made diversity in the participating teachers’ perceptions of toddler mathematics visible; different activities were labelled similarly and opposite, similar activities were labelled differently. The inventory made clear the need for theoretical influence and discussions in practical inquiry. The addition of theoretical notions made previous invisible diversity among the network members visible, and strengthened the opportunities for further collective professional development. Diversity becoming visible contributed to the knowledge of practice approach, as well as the development of the professional language of the participating teachers.


Keywords


preschool teachers; knowledge of practice approach; collective professional development; toddler mathematics; teacher knowledge

Full Text:

PDF

References


Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.

Bennett, J., & Tayler, C. P. (2006). Starting Strong II. Early Childhood Education and Care. Paris: OECD.

Bryman, A. (2008). Social research methods (3rd Ed.) Oxford: Oxford University Press.

Carlgren, I. (1994). Professionalism som reflektion i lärares arbete [Professionalism as reflection in teachers’ work]. In Lärarprofessionalism – Om professionella lärare (pp. 14-20). Stockholm: Lärarförbundet.

Claesson, A., Engel, M., & Curran, F.C. (2014). Academic content, student learning, and the persistence of preschool effects. American Educational Research Journal, 51(2), 403-434.

Cochran-Smith, M., & Lytle, S.L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249-305.

Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157-173.

Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219-245.

Franzen, K., & Björklund, C. (2015). De yngsta barnens matematik [The youngest children’s mathematics]. Stockholm: Liber.

Morgan, C. (2009). Making sense of curriculum innovation and mathematics teacher identity. In C. Kanes (Ed.), Innovation and change in professional education 5: Elaborating professionalism. Studies in practice and theory (pp. 107-122). London: Springer.

National Agency for Education. (2011). Curriculum for the Preschool Lpfö98. [Revised 2010.] Stockholm: National Agency for Education.

National Agency for Education. (2014). PM - Barn och personal i förskolan hösten 2013 [Children and staff in preschool autumn 2013]. http://www.skolverket.se/publikationer?id=3199

Patton, Q.M. (2002). Qualitative research and evaluation methods. London: Sage Publications.

Reikerås, E., Løge, I.K., & Knivsberg, A-M. (2012). The mathematical competencies of toddlers expressed in their play and daily life activities in Norwegian kindergartens. International Journal of Early Childhood, 44(1), 91–114.

Simpson, A., & Linder, S.M. (2014). An examination of mathematics professional development opportunities in early childhood settings. Early Childhood Education Journal, 42(5), 335-342.

Skott, J. (2004). The forced autonomy of mathematics teachers. Educational Studies of Mathematics, 55(1-3), 227-257.

Sowder, J.T. (2007). The mathematical education and development of teachers. In F.K. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp.157-224). Charlotte: National Council of Teachers of Mathematics & Information Age Publishing.


Refbacks

  • There are currently no refbacks.