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 contributions › Journal articles › Research › peer-review
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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 -