Understanding the Development of Pedagogical Content Knowledge Among Novice Mathematics Teachers (Poster 36)

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Teaching, Teacher Preparation, and Teacher Professional Development in the Content Areas: A Poster Session

Abstract

In this study, we investigated the extent to which elementary- and middle- school mathematics teachers develop pedagogical content knowledge (PCK) development through teaching. Using the growth curve model, we found teachers’ PCK knowledge increases over time and teachers with strong content knowledge (CK) tend to develop PCK at a faster rate than teachers with limited initial CK. These findings suggest teachers indeed learn from their teaching experience and teachers’ content knowledge plays a key role in the development of pedagogical content knowledge through teaching.

Authors

• Yasemin Copur-Gencturk, University of Southern California

• Jingxian Li, University of Southern California