The Nature and Development of Middle School Mathematics Teachers' Knowledge

Beswick K.; Callingham R.; Watson J.

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The Nature and Development of Middle School Mathematics Teachers' Knowledge

机译：中学数学教师知识的性质与发展

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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.

机译：在本文中，我们报告了在为期3年的专业学习计划启动之初，有62位中学教师使用了教师配置文件工具。该仪器的设计目的是评估Ball等人完善的Shulman（1987）确定的教师知识的各个方面。（2008年）并扩展到包括教师对中学数学课程中使用和教授各种主题的信心以及他们对数学教学的信念。基于项目的分层编码，部分学分的Rasch模型的应用表明，个人资料项目正在衡量单个基础结构，并表明教师知识的各个方面都在发展。我们描述了在教学的中期阶段测量教师知识和对数学的理解的四个层次的层次结构的特征，并讨论了教师知识的整体观点与多种知识类别的对比。

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《Journal of mathematics teacher education》 |2012年第2期|共27页
作者
Beswick K.; Callingham R.; Watson J.;
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正文语种 eng
中图分类教育;
关键词
Mathematics teacher knowledge; Middle school teachers; Rasch measurement; Teacher beliefs;

机译：数学教师知识;中学教师;Rasch测量;教师信念;

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The Nature and Development of Middle School Mathematics Teachers' Knowledge

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