Pedagogical content beliefs: global, content domain-related and situation-specific components

Abstract

Although teachers' professional knowledge and instructional beliefs are known to have a variety of subcomponents, research on the structure and interrelations of these subcomponents is relatively scarce. This article presents some findings of a preliminary, quantitative empirical study examining the relationships between mathematics teachers' views concerning specific classroom situations, their content domain-specific pedagogical content beliefs and their more global instruction-related beliefs. The findings suggest that global beliefs-in terms of cognitive constructivist or direct transmission views of teaching and learning, on the one hand, and beliefs about the stability of individual mathematical abilities, on the other-can impact teachers' content domain-specific beliefs and their views related to videotaped classroom situations from introductory lessons on geometrical proof.

¿Qué creencias sostienen estudiantes de pedagogía, profesorado en servicio y personal académico formador de docentes, en Chile, sobre la pobreza?

“…En cambio, el profesorado en servicio muestra creencias convencionales del aprendizaje, enseñanza (Gil y Rico, 2003) y naturaleza de la matemática, lo que influye en su forma de enseñar (Beswick, 2012;Kuntze, 2012), al determinar sus propósitos y afectar directamente el trabajo profesional, es decir, la planificación, la evaluación y la toma de decisiones durante las interacciones con sus estudiantes (Bryan y Atwater, 2002).…”

From beliefs to dynamic affect systems in mathematics education

“…The model presented in Kuntze ( 2012 , see Bromme 1992) " knowledge" (declarative and procedural) " (declarative and procedural) convictions / beliefs convictions / beliefs Fig. 1 Model for components of professional knowledge (Kuntze 2012 ) facilitate a structured overview of different professional knowledge components. This model of professional teacher knowledge combines the spectrum between knowledge and prescriptive views, such as instruction-related convictions or epistemological beliefs with the domains of professional knowledge by , cf.…”

“…The advantage of this model is that there is a further distinction of globality (cf. Törner 2002 ) versus situatedness on the horizontal layers: PCK or views relevant for affective aspects of learning opportunities may namely be relatively global on the one hand or specifi c for particular contents or even for instructional situations on the other hand (Kuntze 2012, cf. Lerman 1990 ).…”

“…Lerman 1990 ). More detailed explanations of this model including examples of components of professional knowledge are given in Kuntze ( 2012 ).…”

Encyclopedia of Mathematics Education

“…To this end, models of preservice teacher education have been developed and are subject to ongoing investigations. Törner 2002) to content-specific or even classroom situation-specific components (Kuntze 2012;Lerman 1990). In particular, designing learning opportunities and exploring the students' understanding or adaptive strategies of fostering mathematical competency require not only mathematical knowledge and pedagogical knowledge but also pedagogical content knowledge (Shulman 1986;Bromme 1992).…”