PME-NA

Supporting Teacher Candidates’ Specialized Content Knowledge and Pedagogical Content Knowledge with Diagnostic Interview Assignments

• In Event: Examing and Understanding Teacher Knowledge

Description

This cross-institutional study examined how four different diagnostic interview assignment designs supported 127 teacher candidates’ ability to apply specialized mathematical content knowledge and pedagogical content knowledge. Results indicated that overall, most teacher candidates were able to demonstrate specialized content knowledge and pedagogical content knowledge in the implementation and evaluation phases of the diagnostic interviews. However, the extent to which teacher candidates demonstrated these skills as intended and anticipated by each instructor varied by course type and interview phase.

Authors

• Kristy Litster, Valdosta State University

• Bona Kang, Ohio Wesleyan University

• Julien Corven, Illinois State University

• Jung Youn Colen, Bellarmine University

• Sara Kirschner, University of Maryland

• Brooke Krejci, University of Wisconsin - River Falls

• Brian Bowen, West Chester University

• Elizabeth Gorton, Western Michigan University