Analysis of Content Knowledge Categories in Preservice Teachers When Teaching the Concept of Number in Preschool

Rigoberto Chavira-Quintero and José Manuel Olais-Govea ()
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Rigoberto Chavira-Quintero: Escuela de Ingeniería y Ciencias, Tecnologico de Monterrey, Av. Eugenio Garza Sada 300, San Luis Potosí 78211, SLP, Mexico
José Manuel Olais-Govea: Escuela de Ingeniería y Ciencias, Tecnologico de Monterrey, Av. Eugenio Garza Sada 300, San Luis Potosí 78211, SLP, Mexico

Sustainability, 2023, vol. 15, issue 5, 1-24

Abstract: This paper analyzes a cohort of 128 pre-service educators teaching the concept of numbers to 4–5 year old children. Through a professional practice report, which educators elaborate on during the last year of teaching training, we have constructed a dichotomous guide to examine content knowledge, pedagogical content knowledge, curricular content knowledge, and reflective practice categories in their teaching practice. A Bernoulli statistical analysis and the k - means algorithm applied to a sample of 51 lesson plans collected from practice reports leads us to conclude that there is a weak integration of knowledge categories in educators’ practice and suggests how to improve their teaching–learning process.

Keywords: educational innovation; higher education; teaching training in preschool; content knowledge categories; content analysis (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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