Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers.

By S. Krauss, Martin Brunner, M. Kunter, J. Baumert, Werner Blum, M. Neubrand, Alexander Jordan. 2008

522 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/de9e05f7cae5e840f599f8393cdaf032cabd1a9b

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Citations in the corpus

The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019, background): “Shulman (1998) and Bromme (2001) made a widely acknowledged distinction between content knowledge (CK), which refers to a comprehensive understanding of the topics taught, and pedagogical content knowledge (PCK), which refers to ways of making this content knowledge accessible to students (Depaepe, ”
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).”
Beyond Knowledge: Measuring Primary Teachers’ Subject-Specific Competences in and for Teaching Mathematics with Items Based on Video Vignettes (2015, methodology): “PCK was measured successfully with standardized approaches in different studies with primary and secondary teachers (for mathematics, Ball et al., 2008; Döhrmann et al., 2012; Krauss et al., 2008; technology, Rohaan, Taconis & Jochems, 2009, and biology, Schmelzing et al., 2013).”
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).”
Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement (2016, methodology): “Using this conceptualisation of PCK in mathematics, researchers showed that teachers use multiple dimensions of knowledge during instruction and that CK and PCK are separate dimensions of teachers’ professional knowledge, which are correlated positively (Bednarz & Proulx, 2009; Krauss et al., 2008).”
The COACTIV Model of Teachers’ Professional Competence (2013, background): “…skills) – Professional values, beliefs, and goals – Motivational orientations – Professional self-regulation skills This nonhierarchical model of professional competence is a generic structural model that needs to be specified for the context of teaching (Brunner et al. 2006; Krauss et al. 2008).”
Dimensions of teacher interest and their relations to occupational well-being and instructional practices (2013, background): “Recent research strongly focuses on teachers’ knowledge of content and pedagogical content, and – for example – examines whether these categories of knowledge represent separate dimensions (cf. Krauss et al., 2008).”
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career (2020, unknown): “…the role of negative emotions when they are triggered as a result of interactions in the classroom, as well as expand their repertoire both of classroom management strategies (Krauss et al., 2008) and emotion regulation strategies (e.g., reappraisal and suppression; see Sutton et al., 2009).”