Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs
Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs
复制标题
中学数学教师的教学内容知识和内容知识：COACTIV 结构的验证
DOI：
--
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
W. Blum
中科院分区：
文献类型：
--
作者：
S. Krauss;J. Baumert;W. Blum
近年来，人们对数学教师专业知识的研究兴趣日益浓厚。在COACTIV项目中，对中学数学教师的教学内容知识（PCK）和内容知识（CK）进行了测试，并在德国参加PISA 2003/04纵向评估的班级的教师样本中进行了测试。本文研究了PCK和CK的COACTIV结构的有效性。为此，PCK和CK的COACTIV测试被用于不同的“对照人群”，即候选数学教师、数学学生、生物和化学教师和高等学校学生。对每个群体在PCK和CK检验中的表现进行了假设，并进行了实证检验。此外，本文还将COACTIV方法与其他两个研究小组的相关概念和研究结果进行了比较。
Research interest in the professional knowledge of mathematics teachers has grown considerably in recent years. In the COACTIV project, tests of secondary mathematics teachers’ pedagogical content knowledge (PCK) and content knowledge (CK) were developed and implemented in a sample of teachers whose classes participated in the PISA 2003/04 longitudinal assessment in Germany. The present article investigates the validity of the COACTIV constructs of PCK and CK. To this end, the COACTIV tests of PCK and CK were administered to various “contrast populations,” namely, candidate mathematics teachers, mathematics students, teachers of biology and chemistry, and advanced school students. The hypotheses for each population’s performance in the PCK and CK tests were formulated and empirically tested. In addition, the article compares the COACTIV approach with related conceptualizations and findings of two other research groups.