Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

By S. Krauss, J. Baumert, Werner Blum. 2008

283 citations recorded by the source corpus.

Research interest in the professional knowledge of mathematics teachers has grown considerably in recent years. In the COACTIV project, tests of secondary mathematics teachers’ pedagogical content knowledge (PCK) and content knowledge (CK) were developed and implemented in a sample of teachers whose classes participated in the PISA 2003/04 longitudinal assessment in Germany. The present article investigates the validity of the COACTIV constructs of PCK and CK. To this end, the COACTIV tests of PCK and CK were administered to various “contrast populations,” namely, candidate mathematics teachers, mathematics students, teachers of biology and chemistry, and advanced school students. The hypotheses for each population’s performance in the PCK and CK tests were formulated and empirically tested. In addition, the article compares the COACTIV approach with related conceptualizations and findings of two other research groups.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/3a40ec16ab4d0276858da21557062e273015cd26

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Citations in the corpus

Can Modelling Be Taught and Learnt? Some Answers from Empirical Research (2011, background): “In the project COACTIV (see Krauss et al. 2008 ), we have found that the teacher’s ability to produce multiple solutions of tasks is one significant predictor of his students’ achievement gains.”
Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities (2015, background): “2) to measure latent variables (Krauss et al., 2008b; Little, Cunningham, Shahar, & Widaman, 2002).”
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, methodology): “Interestingly, there was no correlation of PCK or CK with teaching experience, but there were large school-type differences, both with respect to the level of PCK and CK (which will be expanded on below) and with respect to the (latent) correlation of both knowledge constructs (Krauss et al. 2008b).”
Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) (2013, methodology): “Research on the relationship between teachers’ CK and their teaching practice has shown inconsistent results (Ball and Bass 2003; Gess-Newsome and Lederman 1995; Krauss et al. 2008; Rowan et al. 1997; Wayne and Youngs 2003); a general consensus is that CK “is necessary, but not sufficient for effect”