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

Author

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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
    Facultad de Ciencias, Universidad Autónoma de San Luis Potosí, Álvaro Obregón 64, San Luis Potosí 78000, 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
    Tecnologico de Monterrey, Writing Lab, TecLab, Vicerrectoría de Investigación y Transferencia de Tecnología, Monterrey 64849, NL, Mexico)

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.

Suggested Citation

  • Rigoberto Chavira-Quintero & José Manuel Olais-Govea, 2023. "Analysis of Content Knowledge Categories in Preservice Teachers When Teaching the Concept of Number in Preschool," Sustainability, MDPI, vol. 15(5), pages 1-24, February.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:5:p:3981-:d:1076791
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