TY - JOUR
T1 - An Examination of Related Factors of Mathematical Pedagogical Content Knowledge in Elementary School Teachers
T2 - Focusing on Conceptions of Teaching and Learning and Test Utilization Strategy
AU - Fukaya, Tatsushi
AU - Suzuki, Masayuki
AU - Ozawa, Ikumi
AU - Nakagoshi, Takumi
N1 - Publisher Copyright:
© The Author(s) 2022.
PY - 2022/10
Y1 - 2022/10
N2 - We examined the relationship between pedagogical content knowledge (PCK) test scores and elementary school teachers’ psychological variables, conceptions of teaching and learning and test utilization strategy, for mathematics. Through a web-based survey, participants responded to a six-item descriptive PCK test and to inventories of conceptions of teaching and learning and test utilization strategy. Data from 297 elementary school teachers were analyzed for associations with PCK scores. The results showed that constructivist conceptions and test utilization strategy were positively correlated with PCK test scores, and traditional conceptions were negatively correlated. In addition, the results of multiple regression analysis showed that traditional conception and test utilization strategy each showed unique associations with the PCK test. These results suggest the importance of teachers’ beliefs and test utilization strategies as related variables of teachers’ PCK.
AB - We examined the relationship between pedagogical content knowledge (PCK) test scores and elementary school teachers’ psychological variables, conceptions of teaching and learning and test utilization strategy, for mathematics. Through a web-based survey, participants responded to a six-item descriptive PCK test and to inventories of conceptions of teaching and learning and test utilization strategy. Data from 297 elementary school teachers were analyzed for associations with PCK scores. The results showed that constructivist conceptions and test utilization strategy were positively correlated with PCK test scores, and traditional conceptions were negatively correlated. In addition, the results of multiple regression analysis showed that traditional conception and test utilization strategy each showed unique associations with the PCK test. These results suggest the importance of teachers’ beliefs and test utilization strategies as related variables of teachers’ PCK.
KW - conceptions of teaching and learning
KW - elementary school teachers
KW - mathematics
KW - pedagogical content knowledge
KW - test utilization strategy
UR - http://www.scopus.com/inward/record.url?scp=85140319614&partnerID=8YFLogxK
U2 - 10.1177/21582440221131263
DO - 10.1177/21582440221131263
M3 - 学術論文
AN - SCOPUS:85140319614
SN - 2158-2440
VL - 12
JO - SAGE Open
JF - SAGE Open
IS - 4
ER -