The Development of Beginning Mathematics Teacher Pedagogical Content Knowledge

Autor/inn/en	Lannin, John K.; Webb, Matthew; Chval, Kathryn; Arbaugh, Fran; Hicks, Sarah; Taylor, Cynthia; Bruton, Rebecca
Titel	The Development of Beginning Mathematics Teacher Pedagogical Content Knowledge
Quelle	In: Journal of Mathematics Teacher Education, 16 (2013) 6, S.403-426 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-013-9244-5
Schlagwörter	Beginning Teachers; Middle School Teachers; Faculty Development; Pedagogical Content Knowledge; Mathematics Teachers; Knowledge Base for Teaching; Secondary School Mathematics; Secondary School Teachers; Alternative Teacher Certification; Student Evaluation; Comprehension; Knowledge Level + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Mathematics; Mathematik; Teaching theory; Theory of teaching; Unterrichtstheorie; Schulnote; Studentische Bewertung; Verstehen; Verständnis; Wissensbasis
Abstract	Recent research efforts (Schmidt et al. in "The preparation gap: teacher education for middle school mathematics in six countries," MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical knowledge and pedagogical knowledge. However, identifying the nature of the mathematical knowledge and the pedagogical content knowledge (PCK) required for effective teaching remains elusive (Ball et al. in "J Teacher Educ" 59:389-407, 2008). Building on the initial conceptual framework of Magnusson et al. ("Examining pedagogical content knowledge," Kluwer, Dordrecht, pp 95-132, 1999), we examined the PCK development for two beginning middle and secondary mathematics teachers in an alternative certification program. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. Our findings indicate that these individuals privileged particular aspects of their knowledge, leading to differences in their PCK development. This study provides insight into the specific aspects of PCK that developed through the course of actual instructional practice, providing a lens for future research in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10