Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers

Research output: Journal contributionsJournal articlesResearchpeer-review

Authors

  • Thilo Kleickmann
  • Dirk Richter
  • Mareike Kunter
  • Jürgen Elsner
  • Michael Besser
  • Stefan Krauss
  • Marie Cheo
  • Jürgen Baumert
In comparing content knowledge (CK) and pedagogical content knowledge (PCK) of Taiwanese and German inservice mathematics teachers, the present study examines whether the two-dimensional structure of teachers' subject matter knowledge is cross-culturally invariant and whether differences in teacher education and in teacher selection are reflected in teachers' subject matter knowledge. The results confirm that CK and PCK represent two distinct, but correlated dimensions, even in teachers from completely different backgrounds. Taiwanese inservice teachers showed considerably higher CK and also higher PCK scores than German teachers. Teacher education and teacher selection should be considered important levers for reform in mathematics education.
Original languageEnglish
JournalTeaching and Teacher Education: an international journal of research and studies
Volume46
Pages (from-to)115-126
Number of pages12
DOIs
Publication statusPublished - 01.02.2015

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