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Teaching teachers to teach Boris: a framework for mathematics teacher educator pedagogical content knowledge

Citation

Chick, H and Beswick, K, Teaching teachers to teach Boris: a framework for mathematics teacher educator pedagogical content knowledge, Journal of Mathematics Teacher Education pp. 1-25. ISSN 1386-4416 (2017) [Refereed Article]


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DOI: doi:10.1007/s10857-016-9362-y

Abstract

The notion of pedagogical content knowledge (PCK) was posited in the context of school teaching and the knowledge used by teachers teaching school students. It has been examined for a number of discipline areas, notably mathematics. There are, however, other teaching contexts, including those of teacher educators, whose students are pre-service teachers (PSTs). The content these teacher educators teach is not subject discipline knowledge (or not solely), but the PCK for teaching a subject discipline. What knowledge do teacher educators use as they teach PCK? This paper presents a framework for the PCK required of mathematics teacher educators as they work to develop PSTs’ PCK for teaching mathematics. The framework builds on existing research into PCK and categorises aspects of the work of teacher education. The framework’s usefulness is examined by studying the PCK used by the first author in building PSTs’ understanding of mathematics teacher PCK.

Item Details

Item Type:Refereed Article
Keywords:PCK, teacher knowledge, mathematics teacher educator PCK, in-the-moment decisions
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Teacher Education and Professional Development of Educators
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
Author:Chick, H (Associate Professor Helen Chick)
Author:Beswick, K (Professor Kim Beswick)
ID Code:125818
Year Published:2017
Deposited By:Education
Deposited On:2018-05-08
Last Modified:2018-06-22
Downloads:0

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