---
_id: '36481'
abstract:
- lang: eng
  text: 'Recent studies highlight early childhood teachers’ mathematics-related competence.
    Developing this competence should be a main aspect of early childhood teachers’
    education. This is, however, not the case in all countries. Consequently, high-quality
    professional development courses are needed. Based on research results, we developed
    a competence-oriented continuous professional development course ("EmMa") and
    examined the effects of "EmMa" by asking: How does "EmMa" affect the development
    of early childhood teachers’ i) mathematical content knowledge, ii) mathematical
    pedagogical content knowledge and iii) beliefs towards mathematics in general?
    To answer these questions, we conducted a pre-test/post-test study including a
    control group with 99 in-service early childhood teachers. Results show that the
    course affected teachers’ mathematical pedagogical content knowledge and static
    orientation towards mathematics positively. From this we conclude that scaling-up
    "EmMa" might be a suitable approach to bridge the gap between pre-service education
    with nearly no mathematics and the challenges of early mathematics education.'
author:
- first_name: Julia
  full_name: Bruns, Julia
  id: '72183'
  last_name: Bruns
  orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Lars
  full_name: Eichen, Lars
  last_name: Eichen
- first_name: Hedwig
  full_name: Gasteiger, Hedwig
  last_name: Gasteiger
citation:
  ama: 'Bruns J, Eichen L, Gasteiger H. Mathematics-related Competence of Early Childhood
    Teachers Visiting a Continuous Professional Development Course: An Intervention
    Study. <i>Mathematics Teacher Education and Development (MTED)</i>. 2017;19(3):76–93.'
  apa: 'Bruns, J., Eichen, L., &#38; Gasteiger, H. (2017). Mathematics-related Competence
    of Early Childhood Teachers Visiting a Continuous Professional Development Course:
    An Intervention Study. <i>Mathematics Teacher Education and Development (MTED)</i>,
    <i>19</i>(3), 76–93.'
  bibtex: '@article{Bruns_Eichen_Gasteiger_2017, title={Mathematics-related Competence
    of Early Childhood Teachers Visiting a Continuous Professional Development Course:
    An Intervention Study}, volume={19}, number={3}, journal={Mathematics Teacher
    Education and Development (MTED)}, author={Bruns, Julia and Eichen, Lars and Gasteiger,
    Hedwig}, year={2017}, pages={76–93} }'
  chicago: 'Bruns, Julia, Lars Eichen, and Hedwig Gasteiger. “Mathematics-Related
    Competence of Early Childhood Teachers Visiting a Continuous Professional Development
    Course: An Intervention Study.” <i>Mathematics Teacher Education and Development
    (MTED)</i> 19, no. 3 (2017): 76–93.'
  ieee: 'J. Bruns, L. Eichen, and H. Gasteiger, “Mathematics-related Competence of
    Early Childhood Teachers Visiting a Continuous Professional Development Course:
    An Intervention Study,” <i>Mathematics Teacher Education and Development (MTED)</i>,
    vol. 19, no. 3, pp. 76–93, 2017.'
  mla: 'Bruns, Julia, et al. “Mathematics-Related Competence of Early Childhood Teachers
    Visiting a Continuous Professional Development Course: An Intervention Study.”
    <i>Mathematics Teacher Education and Development (MTED)</i>, vol. 19, no. 3, 2017,
    pp. 76–93.'
  short: J. Bruns, L. Eichen, H. Gasteiger, Mathematics Teacher Education and Development
    (MTED) 19 (2017) 76–93.
date_created: 2023-01-12T15:28:13Z
date_updated: 2023-06-20T19:01:36Z
department:
- _id: '611'
- _id: '97'
extern: '1'
intvolume: '        19'
issue: '3'
keyword:
- Beliefs
- Competency Based Teacher Education
- Control Groups
- Early Childhood Education
- Faculty Development
- Foreign Countries
- Inservice Teacher Education
- Intervention
- Mathematical Aptitude
- Mathematics Skills
- Pedagogical Content Knowledge
- Preschool Teachers
- Pretests Posttests
- Professional Continuing Education
- Statistical Analysis
- Teacher Competency Testing
language:
- iso: eng
page: 76–93
publication: Mathematics Teacher Education and Development (MTED)
publication_status: published
quality_controlled: '1'
status: public
title: 'Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous
  Professional Development Course: An Intervention Study'
type: journal_article
user_id: '49063'
volume: 19
year: '2017'
...