Mathematics teachers’ domain-specific professional knowledge: conceptualization and test construction in COACTIV
Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet
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Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV Project. Hrsg. / Mareike Kunter; Jürgen Baumert; Werner Blum; Uta Klusmann; Stefan Krauss; Michael Neubrand. Boston: Springer, 2013. S. 147-174 (Mathematics Teacher Education; Band 8).
Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet
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TY - CHAP
T1 - Mathematics teachers’ domain-specific professional knowledge: conceptualization and test construction in COACTIV
AU - Krauss, Stefan
AU - Blum, Werner
AU - Brunner, Martin
AU - Neubrand, Michael
AU - Baumert, Jürgen
AU - Kunter, Mareike
AU - Besser, Michael
AU - Elsner, Jürgen
PY - 2013/1/1
Y1 - 2013/1/1
N2 - This chapter introduces the tests of secondary mathematics teachers’ pedagogical content knowledge and content knowledge that were developed and administered in the COACTIV framework. It reports on the conceptualization of the two knowledge constructs based on Shulman’s (Harv Educ Rev 57(1):1–22, 1987) theoretical taxonomy of teacher knowledge, describes the construction of tests to assess the two constructs, and presents results from N=198 secondary mathematics teachers in different school tracks. Specifically, the chapter presents findings on the dimensionality of teachers’ domain-specific professional knowledge, the scaling of the tests, evidence for their reliability, and first results on construct validity. This chapter serves as the basis for Chap. 9, which examines the validity of pedagogical content knowledge and content knowledge to predict quality of instruction and student progress.
AB - This chapter introduces the tests of secondary mathematics teachers’ pedagogical content knowledge and content knowledge that were developed and administered in the COACTIV framework. It reports on the conceptualization of the two knowledge constructs based on Shulman’s (Harv Educ Rev 57(1):1–22, 1987) theoretical taxonomy of teacher knowledge, describes the construction of tests to assess the two constructs, and presents results from N=198 secondary mathematics teachers in different school tracks. Specifically, the chapter presents findings on the dimensionality of teachers’ domain-specific professional knowledge, the scaling of the tests, evidence for their reliability, and first results on construct validity. This chapter serves as the basis for Chap. 9, which examines the validity of pedagogical content knowledge and content knowledge to predict quality of instruction and student progress.
KW - Didactics of Mathematics
KW - Content Knowledge
KW - Mathematics Teacher
KW - Pedagogical Content Knowledge
KW - Grade Point Average
KW - Professional Knowledge
UR - http://www.scopus.com/inward/record.url?scp=84930650549&partnerID=8YFLogxK
U2 - 10.1007/978-1-4614-5149-5_8
DO - 10.1007/978-1-4614-5149-5_8
M3 - Chapter
SN - 978-1-461-45148-8
T3 - Mathematics Teacher Education
SP - 147
EP - 174
BT - Cognitive activation in the mathematics classroom and professional competence of teachers
A2 - Kunter, Mareike
A2 - Baumert, Jürgen
A2 - Blum, Werner
A2 - Klusmann, Uta
A2 - Krauss, Stefan
A2 - Neubrand, Michael
PB - Springer
CY - Boston
ER -