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

被引：27

作者：

Kleickmann, Thilo ^{[1
]}

Richter, Dirk ^{[2
]}

Kunter, Mareike ^{[3
]}

Elsner, Juergen ^{[4
]}

Besser, Michael ^{[5
]}

Krauss, Stefan ^{[6
]}

Cheo, Marie ^{[7
]}

Baumert, Juergen ^{[4
]}

机构：

[1] Leibniz Inst Sci & Math Educ, Dept Educ Res & Methodol, D-24118 Kiel, Germany

[2] Inst Educ Progress IQB, D-10117 Berlin, Germany

[3] Goethe Univ Frankfurt, Dept Psychol, D-60325 Frankfurt, Germany

[4] Max Planck Inst Human Dev, D-14195 Berlin, Germany

[5] Univ Kassel, Dept Math Educ, D-34132 Kassel, Germany

[6] Univ Regensburg, Dept Math Educ, D-93053 Regensburg, Germany

[7] NAER, Sanxia 23703, Taipei County, Taiwan

来源：

TEACHING AND TEACHER EDUCATION | 2015年 / 46卷

关键词：

Teacher education; Teacher selection; Content knowledge; Pedagogical content knowledge; Measurement invariance; International comparison; PROFESSIONAL-DEVELOPMENT; MEASUREMENT INVARIANCE; EDUCATION; CLASSROOM; PCK;

D O I：

10.1016/j.tate.2014.11.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2014 Elsevier Ltd. All rights reserved.

引用

页码：115 / 126

页数：12

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