Reflective self-study for an integrated learning approach to early childhood mathematics teacher education
South African Journal of Childhood Education
| Field | Value | |
| Title | Reflective self-study for an integrated learning approach to early childhood mathematics teacher education | |
| Creator | Kortjass, Makie | |
| Description | Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students’ learning.Aim: The aim of this self-study research was to improve my own practice in early childhood mathematics teacher education through interaction and collaboration with others, such as colleagues and students.Setting: As a South African university-based teacher educator, I piloted an integrated learning approach (ILA) in the teaching and learning of early childhood mathematics in a selected undergraduate programme.Methods: I began by tracking my personal development in mathematics education and in so doing was able to recognise my personal learning of mathematics as a child growing up in an African township context. I then worked with a class of 38 student teachers to create collages and concept maps to explore their understandings and experiences of ILA.Results: Through this project, I discovered that colleagues in the role of critical friends provided essential feedback on my work in progress. I also learned that student teachers need to be equipped with knowledge and hands-on experience of how integration can take place in teaching and learning early childhood mathematics. I realised that it was essential to constantly reflect on my own personal history and my professional practice to explore new ways of teaching mathematics.Conclusion: Teacher educators may consider engaging in self-study research that includes art-based self-study methods to reflect on their practices and see how they change for the benefit of their students and ultimately for the benefit of the learners. | |
| Publisher | AOSIS | |
| Date | 2019-01-22 | |
| Identifier | 10.4102/sajce.v9i1.576 | |
| Source | South African Journal of Childhood Education; Vol 9, No 1 (2019); 11 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/576/923
https://sajce.co.za/index.php/sajce/article/view/576/922
https://sajce.co.za/index.php/sajce/article/view/576/924
https://sajce.co.za/index.php/sajce/article/view/576/921
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