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Measuring pre-service primary teachers' knowledge for teaching mathematics


Beswick, K and Goos, M, Measuring pre-service primary teachers' knowledge for teaching mathematics, Mathematics Teacher Education and Development, 14, (2) pp. 70-90. ISSN 1442-3901 (2012) [Refereed Article]

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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 participantsí performances on each 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 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 measured.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Beswick, K (Professor Kim Beswick)
ID Code:84097
Year Published:2012
Deposited By:Education
Deposited On:2013-04-17
Last Modified:2015-03-05
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