scholarly journals HUBUNGAN ANTARA PEDAGOGICAL CONTENT KNOWLEDGE, MATHEMATICS TEACHING ANXIETY, DAN MATHEMATICS TEACHING EFFICACY

2021 ◽  
Vol 5 (2) ◽  
pp. 122
Author(s):  
Ek Ajeng Rahmi Pinahayu ◽  
Risma Nurul Auliya ◽  
Luh Putu Widya Adnyani
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teaching ◽  
Teaching Efficacy ◽  
Pedagogical Content ◽  
Mathematics Teaching Efficacy ◽  
Teaching Anxiety

scholarly journals The Mediating Role of Mathematics Teaching Efficacy on the Relationships Between Pedagogical Content Knowledge and Mathematics Teaching Anxiety

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401987104 ◽  
Author(s):  
Zeki Aksu ◽  
Ümit Kul
Keyword(s):  
Content Knowledge ◽  
Mathematics Teaching ◽  
Teaching Efficacy ◽  
Pedagogical Content ◽  
Mediating Role ◽  
Mathematics Teaching Efficacy ◽  
Teaching Anxiety ◽  
And Mathematics ◽  
The Relationship

Teaching efficacy, teaching anxiety, and teaching knowledge are crucial factors in effective teaching. This study investigated the mediating role of mathematics teaching efficacy (MTE) in the relationship between pedagogical content knowledge (PCK) and mathematics teaching anxiety (MTA) for pre-service mathematics teachers. The participants were 463 volunteer pre-service teachers who completed a questionnaire package that included the MTE Scale, the MTA Scale, and the PCK Scale. The theoretical model was tested using structural equation modeling and a bootstrapping procedure. It was revealed that MTE has a partial mediating role in the relationship between PCK and MTA for pre-service teachers. The findings indicated that a high level of PCK increases pre-service teachers’ MTE, which decreases their MTA. Although PCK predicts MTE that in turn predicts MTA, more longitudinal and experimental studies are needed to better understand this sequence.

scholarly journals Conceptualizing content-related PD facilitator expertise

2021 ◽  
Author(s):  
Susanne Prediger ◽  
Bettina Roesken-Winter ◽  
Rebekka Stahnke ◽  
Birte Pöhler
Keyword(s):  
Secondary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Situated Learning ◽  
Mathematics Teaching ◽  
Learning Opportunities ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Situational Demands ◽  
Classroom Level

AbstractStudies of facilitators of professional development (PD) for mathematics teachers have been increasing in order to improve their preparation for conducting PD. However, specifications of what facilitators should learn often lack a conceptualization that captures facilitators’ expertise for different PD content. In this article, we provide a framework for facilitator expertise that is in line with current conceptualizations but makes explicit the content-related aspects of such expertise. The framework for content-related facilitator expertise combines cognitive and situated perspectives and allows unpacking different components at the PD level and the classroom level. Using two illustrative cases of different PD content (probability education in primary school and language-responsive mathematics teaching in secondary school), we exemplify how the framework can help to analyze facilitators’ practices in content-related ways in a descriptive mode. This analysis reveals valuable insights that support designers of facilitator preparation programs to specify what facilitators should learn in a prescriptive mode. We particularly emphasize the importance of working on content-related aspects, unpacking the PD content goals into the content knowledge and pedagogical content knowledge elements on the classroom level and developing facilitators’ pedagogical content knowledge on the PD level (PCK-PD), which includes curricular knowledge, as well as knowledge about teachers’ typical thinking about a specific PD content. Situated learning opportunities in facilitator preparation programs can support facilitators to activate these knowledge elements for managing typical situational demands in PD.

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