A performance-based test to measure teachers’ mathematics and science content and pedagogical knowledge

Mohammadpour, Ebrahim; Maroofi, Yahya

doi:10.1016/j.heliyon.2023.e13932

Cited by 6 publications

(3 citation statements)

References 31 publications

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“…Pedagogical knowledge is a teacher's in-depth knowledge about processes and practices or teaching and learning methods [23]. This includes an understanding of how students learn, how to deliver good learning material, and how to evaluate and improve their learning.…”

Section: Pedagogical Knowledgementioning

confidence: 99%

Technological Pedagogical Knowledge Factors for Professional Teacher Candidates in Elementary Schools: A Structural Equation Model

Herwin,

Kurniawati,

Saptono

et al. 2023

ijmst

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Technological pedagogical knowledge is quite a serious issue and is a problem today. This is based on conditions in the field which show that not all teachers are well prepared with this knowledge. This study aims to empirically find factors that influence the technological and pedagogical knowledge of prospective professional teachers in elementary schools. This research is survey research using a quantitative approach. This research design uses a structural equation model. This design involves four variables, namely content knowledge, technological knowledge, pedagogical knowledge and technological and pedagogical knowledge. The subjects of this research were participants in professional teacher education in Indonesia. The sample participants for this study were randomly selected as many as 151 participants. The data collection technique for this research was carried out using a questionnaire. The research instrument measures four variables using 12 measuring items which are indicators for variable measurement. Data were analyzed by structural equation model. The research results show that an important factor that has a dominant effect on the formation of teachers' technological pedagogical knowledge is good technological knowledge. In addition, pedagogical knowledge is also one of the triggers for technological pedagogy knowledge. Although based on empirical findings, the influence of this knowledge is not as great as technological knowledge. Furthermore, the factor of technological pedagogical knowledge is also indirectly shown in the content knowledge variable. The findings of this study explain that there is a fairly strong indirect effect.

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Section: Pedagogical Knowledgementioning

confidence: 99%

Technological Pedagogical Knowledge Factors for Professional Teacher Candidates in Elementary Schools: A Structural Equation Model

Herwin,

Kurniawati,

Saptono

et al. 2023

ijmst

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show abstract

“…One of the teacher's competencies is the ability to assess the learning process and results. (Mohammadpour & Maroofi, 2023). Thus, educators must be able to carry out comprehensive assessments, from selecting assessment methods to documenting the results of these assessments properly for the benefit of early childhood education.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Pedagogic Competence and Professional Attitude on the Ability to Manage PAUD Authentic Assessments in Ambon City

Tutupary,

Sahetapy,

Rumahlewang

2023

J. Obs. J. Pendidik. Anak Usia Dini

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Kompetensi pedagogik dan sikap profesional terhadap kemampuan mengelola asesmen autentik sangat diperlukan dalam menilai setiap proses pembelajaran siswa. Penelitian ini bertujuan untuk mengetahui adanya pengaruh kompetensi pedagogik dan sikap profesional terhadap kemampuan mengelola asesmen autentik pendidikan anak usia dini (PAUD). Metode yang digunakan adalah survei dengan teknik analisis pengaruh. Sampel penelitian sebanyak 103 orang dengan teknik proporsional random sampling. Hasil penelitian menunjukkan Pertama, terdapat pengaruh yang signifikan antara kompetensi pedagogik terhadap kemampuan mengelola asesmen autentik pada PAUD. Kedua terdapat pengaruh yang signifikan antara sikap profesional guru terhadap kemampuan mengelola asesmen autentik PAUD. Ketiga terdapat pengaruh yang signifikan antara kemampuan pedagogik dan sikap professional secara bersama-sama terhadap kemampuan mengelola asesmen autentik PAUD. Hal ini berarti kompetensi pedagogik dan sikap profesional guru mempengaruhi kemampuan mengelola asesmen autentik pada PAUD. Dengan kompetensi pedagogik dan sikap profesional akan membantu dalam meningkatkan kemampuan mengelola asesmen autentik dan pengembangan keberhasilan siswa.

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“…To improve students' success, it is essential to provide thorough training to pre-service mathematics teachers (Morris & Hiebert, 2017). Therefore, further investigation is necessary to assess the mastery of mathematical content knowledge (MCK) among pre-service mathematics teachers by developing an appropriate test (Mohammadpour & Maroofi, 2023). This study aims to develop a test focused on evaluating MCK in multiplication among pre-service mathematics teachers in Indonesia and Türkiye, with the goal of designing a test to evaluate MCK in pre-service mathematics teachers regarding multiplication and examining the profiles of Indonesian and Turkish preservice mathematics teachers on this topic.…”

mentioning

confidence: 99%

Toward proficiency: Developing a multiplication mathematical content knowledge test for pre-service mathematics teachers in Indonesia and Türkiye

Novikasari,

Dede

2023

j. math. educ.

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This study aimed to develop a specific Mathematical Content Knowledge (MCK) test focused on multiplication for pre-service mathematics teachers in Indonesia and Türkiye. No assessment tool exists to measure MCK related to multiplication among pre-service mathematics teachers. We used convenience sampling to obtain data from third- and fourth-year pre-service teachers in Indonesian and Turkish mathematics teacher education programs. The test items were administered to 423 Indonesian pre-service mathematics teachers and 413 Turkish pre-service mathematics teachers, and their responses were analyzed using factor analysis. The MCK test was found to be reliable, with 18 items that were grouped into four components: procedural knowledge of multiplication (C1), understanding of multiple representations (C2), conceptual knowledge of multiplication (C3), and anticipating students' thinking (C4). The study results suggest that a valid MCK test helps evaluate multiplication in these four components. Additionally, the study findings indicate that Indonesian pre-service teachers score higher in the C1 and C4 categories, while Turkish pre-service teachers score higher in the C2 and C3 categories.

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A performance-based test to measure teachers’ mathematics and science content and pedagogical knowledge

Cited by 6 publications

References 31 publications

Technological Pedagogical Knowledge Factors for Professional Teacher Candidates in Elementary Schools: A Structural Equation Model

Technological Pedagogical Knowledge Factors for Professional Teacher Candidates in Elementary Schools: A Structural Equation Model

The Effect of Pedagogic Competence and Professional Attitude on the Ability to Manage PAUD Authentic Assessments in Ambon City

Toward proficiency: Developing a multiplication mathematical content knowledge test for pre-service mathematics teachers in Indonesia and Türkiye

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