Exploring Connections between Content Knowledge, Pedagogical Content Knowledge, and the Opportunities to Learn Mathematics: Findings from the TEDS-M Dataset

Autor/inn/en	Murray, Eileen; Durkin, Kelley; Chao, Theodore; Star, Jon R.; Vig, Rozy
Titel	Exploring Connections between Content Knowledge, Pedagogical Content Knowledge, and the Opportunities to Learn Mathematics: Findings from the TEDS-M Dataset
Quelle	In: Mathematics Teacher Education and Development, 20 (2018) 1, S.4-22 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Pedagogical Content Knowledge; Educational Opportunities; Teacher Education Programs; Educational Practices; Comparative Education; Knowledge Base for Teaching; Elementary Secondary Education; Schematic Studies; Correlation; Mathematics Education; Fundamental Concepts; Foreign Countries; Norway; Thailand; Switzerland; Botswana; Spain; Singapore; Russia; Poland; Philippines; Oman; Malaysia; Germany; Georgia; China; Chile; Canada; Georgia Republic; United States + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Bildungsangebot; Bildungschance; Bildungspraxis; Vergleichende Erziehungswissenschaft; Teaching theory; Theory of teaching; Unterrichtstheorie; Schematheorie; Korrelation; Mathematische Bildung; Grundlagenplan; Konzept; Ausland; Norwegen; Schweiz; Spanien; Singapur; Russland; Polen; Philippinen; Deutschland; Kanada; USA
Abstract	Past work on mathematics teachers' content knowledge (CK) and pedagogical content knowledge (PCK) has resulted in mixed findings about the strength of the relationship between and development of these constructs. The current study uses data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between these knowledge types and the opportunity to learn mathematics within teacher preparation programs across 17 different countries. We consider the relationships between these constructs in various countries to further explore how teacher knowledge can be supported by their experiences in teacher education. (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	2020/1/01