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In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year professional learning programme. The instrument was designed to assess the aspects of teachers’ knowledge identified by Shulman (1987) refined by Ball et al. (2008) and extended to include teachers’ confidence to use and teach various topics in the middle school mathematics curriculum and their beliefs about mathematics teaching and learning. Based on a hierarchical coding of items, the application of the partial credit Rasch model revealed that the profile items were measuring a single underlying construct and suggested that the various facets of teacher knowledge develop together. We describe the characteristics of four levels of the hierarchical construct measuring teacher knowledge and understanding for teaching mathematics in the middle years of schooling, and discuss the unique affordances of a holistic view of teacher knowledge in contrast to considerations of multiple knowledge categories.

Item Type:	Refereed Article
Keywords:	mathematics teacher knowledge, middle school teachers, Rasch measurement, teacher beliefs
Research Division:	Education
Research Group:	Curriculum and Pedagogy
Research Field:	Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:	Education and Training
Objective Group:	Teaching and Instruction
Objective Field:	Pedagogy
UTAS Author:	Beswick, K (Professor Kim Beswick)
UTAS Author:	Callingham, R (Associate Professor Rosemary Callingham)
UTAS Author:	Watson, J (Professor Jane Watson)
ID Code:	71935
Year Published:	2012
Deposited By:	Education
Deposited On:	2011-08-16
Last Modified:	2015-07-10
Downloads:	16 View Download Statistics