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Abstract
This study examined the effect of preschoolers’ math intervention on teachers’ instructions and motivation for teaching within the context of an instruction-assessment system called Getting on Track (GoT). Four YMCA teachers participated in this study and completed the questionnaire including the following motivational aspects: self-efficacy, interest, effort, and confidence. They were also asked to evaluate a variety of resources and tasks related to the GoT assessment. Data from the Teacher Comfort Survey and the Coach Interview Report in Indiana collected by the GoT researchers in 2017-18 served as complementary information to further explain the findings of this study. The results showed that teachers paid more attention to children’s math learning process and differentiated instructions to meet their needs. Although most teachers demonstrated increased self-efficacy and enjoyment, their use of the GoT was not found to be effective in increasing teacher motivation. Possible reasons for this included the remaining barriers and difficulties that had not yet been addressed in the coaching sessions.