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Mathematical pedagogical content knowledge in Early Childhood Education: tales from the ‘great unknown’ in teacher education in Portugal

2018Journal article Restricted access
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dc.contributor.authorFigueiredo, Maria Pacheco
dc.contributor.authorGomes, Helena Margarida dos Santos Vasconcelos
dc.contributor.authorRodrigues, Cátia
dc.date.accessioned2018-06-25T09:07:01Z
dc.date.available2018-06-25T09:07:01Z
dc.date.issued2018
dc.description.abstractThe study aims to explore the specificity of Mathematics pedagogical content knowledge in Early Childhood Education Pedagogy in Initial Teacher Education. It addresses the issue by characterizing student teachers’ perspectives and by analyzing student teachers’ knowledge mobilized in a situation of planning for teaching. The answers to a task developed by students in an Initial Teacher Education program are analyzed in terms of the mathematical knowledge and pedagogical options presented. The results contribute to the discussion in terms of (un)balance between teacher-initiated and child-led activities. The discussion deepens the importance to assert specific/particular ways of teaching in Early Childhood Education, contrasting with the more restricted view of only adult-led moments being teaching. Strong content knowledge and pedagogical content knowledge are valued because of their relevance both at the level of adults’ knowledge needed to support children initiatives and plan curricular/didactic activities and at the level of the knowledge children interact within their daily environment and routinept_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationFigueiredo, M. P., Gomes, H., & Rodrigues, C. (2018). Mathematical pedagogical content knowledge in Early Childhood Education: tales from the ‘great unknown’ in teacher education in Portugal. European Early Childhood Education Research Journal. DOI: 10.1080/1350293X.2018.1487164pt_PT
dc.identifier.doihttps://doi.org/10.1080/1350293X.2018.1487164pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.19/4996
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherTaylor & Francispt_PT
dc.relation.publisherversionhttps://www.tandfonline.com/doi/full/10.1080/1350293X.2018.1487164pt_PT
dc.subjectMatemáticapt_PT
dc.subjectPedagogia de Infânciapt_PT
dc.subjectconhecimento pedagógico de conteúdopt_PT
dc.subjectformação de professorespt_PT
dc.titleMathematical pedagogical content knowledge in Early Childhood Education: tales from the ‘great unknown’ in teacher education in Portugalpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.titleEuropean Early Childhood Education Research Journalpt_PT
person.familyNamePacheco Figueiredo
person.familyNamedos Santos Vasconcelos Gomes
person.familyNameRodrigues
person.givenNameMaria
person.givenNameHelena Margarida
person.givenNameCátia
person.identifier.ciencia-id8C11-3B00-7E06
person.identifier.ciencia-id1615-CFD4-B746
person.identifier.ciencia-id231E-36B0-9DE1
person.identifier.orcid0000-0001-7517-891X
person.identifier.orcid0000-0002-2504-5032
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicationb65de107-4ee3-4b9e-8ee4-ef3f769c16d0
relation.isAuthorOfPublicationc18ebff2-df72-4a11-95f8-be6a80f73eb0
relation.isAuthorOfPublication987f5c4d-4c14-438f-a18a-fe7f57297276
relation.isAuthorOfPublication.latestForDiscoveryb65de107-4ee3-4b9e-8ee4-ef3f769c16d0

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