Measuring pre-service primary teachers' knowledge for teaching mathematics

Beswick, Kim and Goos, Merrilyn (2012) Measuring pre-service primary teachers' knowledge for teaching mathematics. Mathematics Teacher Education and Development, 14 2: 70-90.

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
Author Beswick, Kim
Goos, Merrilyn
Title Measuring pre-service primary teachers' knowledge for teaching mathematics
Journal name Mathematics Teacher Education and Development
ISSN 1442-3901
Publication date 2012
Sub-type Article (original research)
Open Access Status
Volume 14
Issue 2
Start page 70
End page 90
Total pages 21
Place of publication Adelaide, SA, Australia
Publisher Mathematics Education Research Group of Australasia
Collection year 2013
Language eng
Abstract This paper reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The project was funded by the Australian Learning and Teaching Council Rasch measurement techniques were used to validate and obtain performance measures on an overall Teacher Knowledge scale and three subscales (beliefs, content knowledge, and pedagogical content knowledge). The relative difficulties of items on each of the three subscales are discussed and differences between the participants' performances on each subscale and the overall scale according to level of education (prior to their pre-service teacher education course), previous mathematics study, course type, mode of study, and confidence to teach mathematics at the grade levels for which they were being prepared, are examined. The findings contribute to the establishment of an evidence-base for pre-service teacher education, and they also raise questions about the knowledge with which pre-service teachers leave teacher education, and current understandings of how important aspects of the knowledge teachers need can be measured.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
School of Education Publications
Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Created: Tue, 16 Apr 2013, 13:52:17 EST by Claire Backhouse on behalf of School of Education