scholarly journals PRAXIS ® Content Knowledge for Teaching: Initial Reliability and Validity Results for Elementary Reading Language Arts and Mathematics

2020 ◽  
Vol 2020 (1) ◽  
pp. 1-44
Author(s):  
Geoffrey Phelps ◽  
Jonathan Steinberg ◽  
Dawn Leusner ◽  
Jennifer Minsky ◽  
Karen Castellano ◽  
...  
Keyword(s):  
Language Arts ◽  
Content Knowledge ◽  
Reliability And Validity ◽  
Elementary Reading ◽  
Knowledge For Teaching ◽  
And Mathematics ◽  
Content Knowledge For Teaching

Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies

2021 ◽  
Author(s):  
Peng He ◽  
Changlong Zheng ◽  
Tingting Li
Keyword(s):  
Content Knowledge ◽  
Core Competencies ◽  
Chemistry Curriculum ◽  
Teaching Chemistry ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge For Teaching ◽  
New Instrument ◽  
Content Knowledge For Teaching

This study aims to develop and validate a new instrument for measuring chemistry teachers’ perceptions of Pedagogical Content Knowledge for teaching Chemistry Core Competencies (PCK_CCC) in the context of new Chinese chemistry curriculum reform. The five constructs and the initial 17 items in the new instrument were contextualized by the PCK pentagon model (Park S. and Oliver J. S., (2008), J. Res. Sci. Teach., 45(7), 812–834.) with the notions of the Senior High School Chemistry Curriculum Standards (Ministry of Education, P. R. China, 2017). 210 chemistry teachers from a University-Government-School initiative voluntarily participated in this study. The findings from item analysis, confirmatory factor analysis and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The concurrent validity of the instrument was confirmed by testing mean differences among teacher demographic groups. The high Cronbach's coefficient alpha values show good internal consistency reliability of the instrument. Integrating the evidence from theory and data, we documented a valid and reliable PCK_CCC instrument with five constructs consisting of 16 items. This study provides a thorough process for developing and validating instruments that address teacher perceptions of their PCK in a particular subject domain. The valid and reliable PCK_CCC instrument would be beneficial for teacher education researchers and teacher professional programs.

scholarly journals Developing Content Knowledge for Teaching Assessments for the Measures of Effective Teaching Study

2014 ◽  
Vol 2014 (2) ◽  
pp. 1-92 ◽  
Author(s):  
Geoffrey Phelps ◽  
Barbara Weren ◽  
Andrew Croft ◽  
Drew Gitomer
Keyword(s):  
Effective Teaching ◽  
Content Knowledge ◽  
Knowledge For Teaching ◽  
Content Knowledge For Teaching

Knowledge Needed by a Teacher to Provide Analytic Scaffolding During Undergraduate Mathematics Classroom Discussions

2009 ◽  
Vol 40 (5) ◽  
pp. 530-562 ◽  
Author(s):  
Natasha M. Speer ◽  
Joseph F. Wagner
Keyword(s):  
Content Knowledge ◽  
Mathematics Classroom ◽  
Theoretical Orientation ◽  
Teaching Experience ◽  
Experienced Teacher ◽  
Undergraduate Mathematics ◽  
Knowledge For Teaching ◽  
Class Discussions ◽  
Whole Class ◽  
And Mathematics

Using case study analysis and a cognitive theoretical orientation, we examine elements of knowledge for teaching needed by a mathematician to orchestrate whole-class discussions in an undergraduate mathematics classroom. The instructor, an experienced teacher and mathematics researcher, used an inquiry-oriented curriculum to teach a differential equations course for the first time after teaching it with traditional lecture methods for many years. Examples of classroom teaching and interview data demonstrate that, despite having extensive teaching experience and possessing strong content knowledge, some instructors may still face challenges when trying to provide analytic scaffolding to move whole-class discussions toward a lesson's mathematical goals. We also hypothesize several component practices necessary for the successful use of analytic scaffolding. Our analysis focuses on the relationship between the instructor's pedagogical content knowledge and specialized content knowledge and his capacity to enact these component practices during whole-class discussions.

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