Teachers' content knowledge and pedagogical content knowledge: The role of structural differences in teacher education

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Teachers' content knowledge and pedagogical content knowledge: The role of structural differences in teacher education. / Kleickmann, Thilo; Richter, Dirk; Kunter, Mareike et al.
In: Journal of Teacher Education, Vol. 64, No. 1, 01.2013, p. 90-106.

Research output: Journal contributionsJournal articlesResearchpeer-review

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Kleickmann T, Richter D, Kunter M, Elsner J, Besser M, Krauss S et al. Teachers' content knowledge and pedagogical content knowledge: The role of structural differences in teacher education. Journal of Teacher Education. 2013 Jan;64(1):90-106. doi: 10.1177/0022487112460398

Bibtex

@article{c36ab62e1b4241b49c39ef2894a44348,
title = "Teachers' content knowledge and pedagogical content knowledge: The role of structural differences in teacher education",
abstract = "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{\textquoteright} 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{\textquoteright} CK and PCK. ",
keywords = "Didactics of Mathematics, content knowledge, measurement invariance, pedagogical content knowledge, regression analysis, teacher education",
author = "Thilo Kleickmann and Dirk Richter and Mareike Kunter and J{\"u}rgen Elsner and Michael Besser and Stefan Krauss and J{\"u}rgen Baumert",
year = "2013",
month = jan,
doi = "10.1177/0022487112460398",
language = "English",
volume = "64",
pages = "90--106",
journal = "Journal of Teacher Education",
issn = "0022-4871",
publisher = "SAGE Publications Inc.",
number = "1",

}

RIS

TY - JOUR

T1 - Teachers' content knowledge and pedagogical content knowledge: The role of structural differences in teacher education

AU - Kleickmann, Thilo

AU - Richter, Dirk

AU - Kunter, Mareike

AU - Elsner, Jürgen

AU - Besser, Michael

AU - Krauss, Stefan

AU - Baumert, Jürgen

PY - 2013/1

Y1 - 2013/1

N2 - 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.

AB - 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.

KW - Didactics of Mathematics

KW - content knowledge

KW - measurement invariance

KW - pedagogical content knowledge

KW - regression analysis

KW - teacher education

UR - http://www.scopus.com/inward/record.url?scp=84871398892&partnerID=8YFLogxK

U2 - 10.1177/0022487112460398

DO - 10.1177/0022487112460398

M3 - Journal articles

VL - 64

SP - 90

EP - 106

JO - Journal of Teacher Education

JF - Journal of Teacher Education

SN - 0022-4871

IS - 1

ER -

DOI