Content Knowledge and Pedagogical Content Knowledge of Teachers: The Role of Teacher Education

• In Event: Roundtable Session 95
  In Roundtable Session: Rethinking Resistance, Transforming Beliefs: Research on the Identity Constructions of Beginning Teachers

Abstract

This paper examines mathematics teachers’ content and pedagogical content knowledge (CK and PCK) in two studies. Study 1 focuses on the German teacher education system and investigates differences in CK and PCK between first-year-students, third-year-students, student teachers and experienced teachers. Study 2 is an international comparison study of German and Taiwanese in-service teachers’ CK and PCK. Findings of study 1 indicate a strong increase in CK for academic track pre-service teachers while non-academic track pre-service teachers show smaller gains. The analyses for PCK show substantial improvements between first-year-students and student teachers for both academic and non-academic track teachers. In study 2, Taiwanese teachers outperform German teachers in CK but show differential results for the PCK scores.

Authors

• Dirk Richter, Humboldt University Berlin

• Thilo Kleickmann, Leibniz-Institute for science and mathematics education

• Mareike Kunter, Goethe University

• Juergen Baumert, Max Planck Institute for Human Development