Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers
Thilo Kleickmann, Leibniz Institute for Science and Mathematics Education, Germany ; Dirk Richter, Institute for Educational Progress (IQB), Germany ; Mareike Kunter, Department of Psychology, Germany ; Jürgen Elsner, Max Planck Institute for Human Development, Germany ; Michael Besser, University of Kassel, Germany ; Stefan Krauss, University of Regensburg, Germany ; Marie Cheo, National Academy for Educational Research (NAER), Taiwan ; Jürgen Baumert, Max Planck Institute for Human Development, Germany
TATE Volume 46, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.