Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation

Agathangelou, Sofia A.; Charalambous, Charalambos Y.

doi:10.1007/s10857-020-09466-0

Cited by 18 publications

(16 citation statements)

References 54 publications

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“…Our findings have shown that the understanding of evolution and the reported action patterns in response to alternative student conceptions are correlated. This finding is in line with previous research findings, which have indicated a connection between CK and PCK in general (Agathangelou & Charalambous, 2020;Großschedl et al, 2015;Jüttner, 2011;Lindl & Krauss, 2017). In our study, the participants with a low CK often gave no or a scientifically incorrect response because they did not diagnose the alternative conceptions or were unable to respond in a scientifically correct way.…”

Section: Relation Between Ck and Pck (Diagnosing And Dealing With Alt...supporting

confidence: 93%

“…Despite the empirical divisibility of these three subconstructs of professional knowledge, they correlate positively with each other. In particular, CK and PCK correlate strongly, and CK is considered a prerequisite for PCK (Agathangelou & Charalambous, 2020; Großschedl et al, 2015; Lindl & Krauss, 2017). For example, diagnosing and appropriately dealing with student conceptions may require CK, and some scholars, such as J. Fischer et al (2021), even conceptualize diagnosing student answers as scientifically correct or incorrect as part of CK.…”

Section: Introductionmentioning

confidence: 99%

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Teachers' ability to diagnose and deal with alternative student conceptions of evolution

2022

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Students possess alternative conceptions of many science topics, and these conceptions can act as obstacles for learning scientific concepts. In the field of biology education, students' alternative conceptions of evolution have been widely investigated. However, there is little research on how teachers diagnose and deal with these alternative conceptions, although these abilities are a crucial part of teachers' pedagogical content knowledge. Additionally, little is known about how these abilities are connected to professional experience and content knowledge. Thus, our study investigated how (prospective) biology teachers at various points in their teaching careers diagnosed and reported dealing with alternative conceptions. Therefore, 182 preservice biology teachers, biology teachers in practical training, and in‐service biology teachers were surveyed using a questionnaire. The participants were confronted with students' explanations of evolutionary phenomena, most of them based on common student conceptions, such as anthropomorphism, teleology, and essentialism. These student conceptions are rooted in cognitive biases and are common in evolutionary and other contexts. We found that the participants diagnosed only approximately half of the alternative conceptions, with the in‐service teachers diagnosing significantly more of the alternative conceptions than the preservice teachers. Furthermore, the analyses revealed a variety of ways to deal with student conceptions. The in‐service teachers more often suggested scientifically correct approaches that address student conceptions, whereas the preservice teachers more often did not respond or responded incorrectly. Moreover, the ability to diagnose and deal with alternative conceptions correlated with teachers' content knowledge regarding the topic of evolution and their acceptance of evolution.

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Section: Relation Between Ck and Pck (Diagnosing And Dealing With Alt...supporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Teachers' ability to diagnose and deal with alternative student conceptions of evolution

2022

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“…MPCK had a small longitudinal predictive effect on MCK under control of the two emotions, but the hypothesized reversed relationship between MCK and MPCK did not apply. This is surprising as MCK is often conceptualized as a precondition for the acquisition of MPCK for teachers in general (Agathangelou & Charalambous, 2020) and also specifically for EC teachers (Dunekacke et al, 2016). Our results indicate that a better knowledge acquisition of MPCK during training results in more MCK in practice.…”

Section: Discussionmentioning

confidence: 99%

Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Jenßen¹,

Eid²,

Szczesny³

et al. 2021

Journal of Educational Psychology

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The present study investigated the development of n = 129 early childhood teachers' mathematics content knowledge, mathematics pedagogical content knowledge, mathematics anxiety, and enjoyment of mathematics over 4 years from teacher training to practice. Latent autoregressive models with crosslagged effects were applied. Scalar measurement invariance of the model also allowed analyses of intraindividual change of knowledge and emotions. Results indicate a decline of mathematics anxiety, an increase of enjoyment and mathematics content knowledge and mathematics pedagogical content knowledge, and medium (emotions) to strong (knowledge) autoregressive but limited cross-lagged effects. No cross-lagged effects between emotions and knowledge over time were found. All but one of the correlations at training disappeared during transition to practice. Theoretically assumed differences between early childhood teachers' knowledge and emotions in teacher training and practice are discussed in light of the results. The transition seems to be more challenging on an emotional level than on a cognitive level. Implications for early childhood teachers' training are given-for example, that pleasant emotional experiences have to be made visible during training. Educational Impact and Implications StatementThe study gives insight in the development of early childhood teachers' knowledge and emotions in mathematics from training to practice. The study is based both on theories on achievement emotions and on theories on teacher emotions. Based on the findings, implications for early childhood teacher training can be discussed-for example, making emotional facets of mathematics visible or connecting content knowledge with pedagogical content knowledge.

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“…As seen in the abovementioned research, Shulman's categorization of teacher knowledge launched a research area in teacher education and constituted a theoretical framework in a vast amount of mathematics education research (e. g., Cross & Lepareur, 2015;Even, 1993;Greefrath et al, 2022;Park & Oliver, 2008;Rossouw & Smith, 1998). Some of those studies addressed the relationship between subject matter content knowledge and the PCK (e. g., Agathangelou & Charalambous, 2021;Even, 1993;Kind & Chan, 2019;Norton, 2019), and some studied the role of instruction in teachers' development of the PCK (e.g., Cross & Lepareur, 2015;Rossouw & Smith,1998). Some studies also investigated the role of reflection in eliciting and consolidating the PCK (e.g., Park & Oliver, 2008).…”

Section: Teacher Knowledge Categorizationsmentioning

confidence: 99%

Pre-Service Mathematics Teachers’ Web of Knowledge Recalled for Mathematically Rich and Contextually Realistic Problems

Sevinç

Lesh

2022

EUR J SCI MATH ED

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This study aimed to elicit middle school preservice mathematics teachers' self-reported web of knowledge recalled in generating mathematically rich and contextually realistic problems. We designed this study as multi-tier design research incorporated into two teacher education courses in which 40 preservice teachers enrolled in total. Preservice teachers worked in small groups and recorded the characteristics of mathematically rich and contextually realistic problems. They were also asked to produce webs of knowledge recalled in this process. Preservice teachers' individual reflection papers, audio records of their group discussions and interviews were analyzed to understand how different types of knowledge in their web of knowledge function in relation to the mathematical richness and contextual realness aspects of the problems. The findings indicated that preservice teachers could identify various characteristics for mathematical richness and contextual realistic aspects of the problems. In relation to those characteristics, the preservice teachers' self-reported web of knowledge produced three core knowledge types for ensuring mathematical richness (i.e., knowledge of content, curriculum, and pedagogy) and two aspects of realistic contexts (i.e., real life knowledge and interdisciplinary knowledge). Furthermore, although they included common knowledge types, the webs of knowledge were in different shapes and indicated various relationships (i.e., hierarchical, categorical, influential, and holistic.). Considering the various relations indicated by the webs of knowledge, we claimed that teachers needed an interconnected knowledge base for mathematically rich and contextually realistic problems, the implications of which we discussed for mathematics teacher education.

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Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation

Cited by 18 publications

References 54 publications

Teachers' ability to diagnose and deal with alternative student conceptions of evolution

Teachers' ability to diagnose and deal with alternative student conceptions of evolution

Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Pre-Service Mathematics Teachers’ Web of Knowledge Recalled for Mathematically Rich and Contextually Realistic Problems

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