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Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers
ARTICLE

, Leibniz Institute for Science and Mathematics Education, Germany ; , Institute for Educational Progress (IQB), Germany ; , Department of Psychology, Germany ; , Max Planck Institute for Human Development, Germany ; , University of Kassel, Germany ; , University of Regensburg, Germany ; , National Academy for Educational Research (NAER), Taiwan ; , Max Planck Institute for Human Development, Germany

TATE Volume 46, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

In comparing content knowledge (CK) and pedagogical content knowledge (PCK) of Taiwanese and German inservice mathematics teachers, the present study examines whether the two-dimensional structure of teachers' subject matter knowledge is cross-culturally invariant and whether differences in teacher education and in teacher selection are reflected in teachers' subject matter knowledge. The results confirm that CK and PCK represent two distinct, but correlated dimensions, even in teachers from completely different backgrounds. Taiwanese inservice teachers showed considerably higher CK and also higher PCK scores than German teachers. Teacher education and teacher selection should be considered important levers for reform in mathematics education.

Citation

Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., Cheo, M. & Baumert, J. (2015). Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 46(1), 115-126. Elsevier Ltd. Retrieved October 31, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2014.11.004

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