Measurement of mathematical pedagogical content knowledge of third-grade teachers

Document Type : Original Article

Author

(PhD), Research Institute of Education (Ministry of Education), Tehran, Iran

Abstract

Teacher knowledge is one of the main aspects of teacher competencies. Among various necessary knowledge, pedagogical content knowledge is crucial because of uniqueness and its effect on students' performance. In the present study, it was assessed the pedagogical content knowledge of 330 third-grade teachers of four provinces including Razavi Khorasan, Gilan, Yazd, and Tehran Province by using selected items of TEDS-M. the results showed that the average of pedagogical content knowledge of them is lower than the scale center point. The association of these results with the performance of students in TIMSS supports the likely relation between them. Also, there is no difference between the knowledge of male/female and public/private teachers, but teachers with Bachler degrees or higher showed more knowledge than teachers with lower degrees. Moreover, teachers who educated in primary education revealed lower knowledge than teachers who educated in other disciplines. Finally, there was a negative relation between age and experience of teachers with teacher knowledge. Two last results were considered strange.

Keywords

References

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Research in Teacher Education(RTE)
Volume 4, Issue 3
August 2021

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History

  • Receive Date: 25 April 2021
  • Revise Date: 16 July 2021
  • Accept Date: 26 July 2021

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