Teacher Conceptualization of Pedagogical Content Knowledge Through the Lens of Experts’ Perspectives
This study compares experts' and teachers' conceptualization of pedagogical content knowledge (PCK). The study participants included teachers .
- Pub. date: September 15, 2024
- Pages: 147-166
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This study compares experts' and teachers' conceptualization of pedagogical content knowledge (PCK). The study participants included teachers (n=20) enrolled in a graduate mathematics education course on PCK. Participants responded to two open-ended questions: a) describe in your own words what PCK is; b) provide an example of PCK. The responses were collected, qualitatively and quantitatively analyzed, and then compared to those suggested by experts to identify and describe the similarities and differences between teachers’ and experts’ conceptualizations using the Pareto analysis. Experts’ and teachers’ PCK components ranking was analyzed using the nonparametric Mann-Whitney U test. Even though the results of the quantitative analysis were not significant (e.g., the observed U-value is 32 whereas the critical value of U at p < .05 is 13), the qualitative discussion on the differences between expert and teachers’ ranking suggests insightful interpretation of priorities among PCK components across the two groups.
ert perspective on pck graduate mathematics education pedagogical content knowledge teacher conceptualization of pck
Keywords: ert perspective on PCK, graduate mathematics education, pedagogical content knowledge, teacher conceptualization of PCK.
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