A Survey Study of Early Childhood Educators’ Math Teaching — Using TALIS Starting Strong 2018 Data

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Listening, Understanding, and Responding to In-Service Teachers (Table 34)

Abstract

Enhancing early childhood mathematics education is vital for children's mathematical skill development, and early childhood educators play a key role in this process. This study investigates how early childhood educators' gender, age, formal education program, and professional development influence their teaching beliefs and practices. Using Structural Equation Modeling on TALIS STARTING STRONG 2018 data (10,244 observations), the research reveals that educators with formal math education prioritize math-related professional development. Female educators were more likely to integrate math teaching into their practice. Professional development experiences and prior formal education significantly shape educators' math instruction beliefs and practices. The study highlights effective math training for early childhood educators, emphasizing attitude reshaping through professional development to enhance students' math learning experiences.

Author

• Yi Zhu, Purdue University