Kleickmann, Thilo and Richter, Dirk and Kunter, Mareike and Elsner, Juergen and Besser, Michael and Krauss, Stefan and Baumert, Juergen (2013) Teachers' Content Knowledge and Pedagogical Content Knowledge: The Role of Structural Differences in Teacher Education. JOURNAL OF TEACHER EDUCATION, 64 (1). pp. 90-106. ISSN 0022-4871, 1552-7816
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Pedagogical content knowledge (PCK) and content knowledge (CK) are key components of teacher competence that affect student progress. However, little is known about how teacher education affects the development of CK and PCK. To address this question, our research group constructed tests to directly assess mathematics teachers' CK and PCK. Based on these tests, we compared the PCK and CK of four groups of mathematics teachers at different points in their teaching careers in Germany. Confirmatory factor analyses showed that PCK and CK measurement was satisfactorily invariant across the teacher populations considered. As expected, the largest differences in CK and PCK were found between the beginning and the end of initial teacher education. Differences in the structures of teacher education were reasonably well reflected in participants' CK and PCK.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | MATHEMATICAL KNOWLEDGE; MEASUREMENT INVARIANCE; QUALITY; PCK; teacher education; content knowledge; pedagogical content knowledge; regression analysis; measurement invariance |
| Subjects: | 500 Science > 510 Mathematics |
| Divisions: | Mathematics > Prof. Dr. Stefan Krauss |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 29 Apr 2020 09:28 |
| Last Modified: | 29 Apr 2020 09:28 |
| URI: | https://pred.uni-regensburg.de/id/eprint/17512 |
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