Teachers’ Content Knowledge and Pedagogical Content Knowledge
Teachers’ Content Knowledge and Pedagogical Content Knowledge
复制标题
教师内容知识和教学内容知识
DOI：
--
复制
发表时间：
2013
期刊：
影响因子：
--
通讯作者：
J. Baumert
中科院分区：
文献类型：
--
作者：
Thilo Kleickmann;Dirk Richter;Mareike Kunter;Jürgen Elsner;M. Besser;S. Krauss;J. Baumert
学科教学知识（PCK）和学科教学知识（CK）是教师能力的重要组成部分，影响着学生的发展。然而，教师教育如何影响CK和PCK的发展却知之甚少。针对这一问题，本课题组设计了直接测量数学教师CK和PCK的测验。在此基础上，我们比较了德国四组数学教师职业生涯不同阶段的PCK和CK。验证性因素分析表明，PCK和CK测量是令人满意的不变的教师群体考虑。正如预期的那样，在CK和PCK的最大差异之间的初始教师教育的开始和结束。教师教育结构的差异合理地反映在参与者的CK和PCK。
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.