Measuring Pre-Service Primary Teachers' Knowledge for Teaching Mathematics

Autor/inn/en	Beswick, Kim; Goos, Merrilyn
Titel	Measuring Pre-Service Primary Teachers' Knowledge for Teaching Mathematics
Quelle	In: Mathematics Teacher Education and Development, 14 (2012) 2, S.70-90 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teachers; Knowledge Level; Foreign Countries; Beliefs; Pedagogical Content Knowledge; Knowledge Base for Teaching; Difficulty Level; Test Items; Educational Attainment; Teacher Competencies; Mathematics Instruction; College Mathematics; Educational Opportunities; Evidence; Mathematics Education; Teacher Education Programs; Program Effectiveness; Change Strategies; Best Practices; Teacher Characteristics; Teacher Educators; Student Characteristics; Elementary School Mathematics; Comparative Analysis; Surveys; Australia + Suchen Sie Ihr Suchwort? Wissensbasis; Ausland; Belief; Glaube; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Schwierigkeitsgrad; Test content; Testaufgabe; Bildungsabschluss; Bildungsgut; Lehrkunst; Mathematics lessons; Mathematikunterricht; Bildungsangebot; Bildungschance; Evidenz; Mathematische Bildung; Lösungsstrategie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Elementare Mathematik; Schulmathematik; Survey; Umfrage; Befragung; Australien
Abstract	This paper reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The project was funded by the Australian Learning and Teaching Council. Rasch measurement techniques were used to validate and obtain performance measures on an overall Teacher Knowledge scale and three subscales (beliefs, content knowledge, and pedagogical content knowledge). The relative difficulties of items on each of the three subscales are discussed and differences between the participants' performances on each subscale and the overall scale according to level of education (prior to their pre-service teacher education course), previous mathematics study, course type, mode of study, and confidence to teach mathematics at the grade levels for which they were being prepared, are examined. The findings contribute to the establishment of an evidence-base for pre-service teacher education, and they also raise questions about the knowledge with which pre-service teachers leave teacher education, and current understandings of how important aspects of the knowledge teachers need can be measured. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10