Assessment of Mathematical Pedagogical Content Knowledge of Early Childhood Education Pre-Service Teachers in Southwestern Nigeria

Abstract

This study examined early childhood education pre-service teachers' mathematics pedagogical content knowledge (MPCK) in South-western, Nigeria. Mixed method research approach was used in the study. Final year pre-service teachers (n = 120) of Early Childhood Education in College of Education who were on teaching practice programme were purposively selected for the study. Direct observations of the pre-service teachers (PSTs) during engagement with children as well as interview were used to generate data for the study. Means, percentages and standard deviation as well as thematic analysis were used to analyse the data. The study revealed that pre-service teachers performed below expectation on the major five dimensions of assessment (i.e. Content knowledge, instructional practices, classroom environment and management, interaction and communication, and assessment practices). Insufficient courses in early mathematics, rare practical opportunities and mentoring were the major challenges confronting the PSTs. It was recommended that more attention is given to content knowledge of mathematics pedagogy in the curriculum of pre-service teachers to enhance comprehension of early mathematics for improved performance. Additionally, quality mentoring opportunities should be provided to PSTs before getting into the teaching field