Work

Novice and expert teachers’ use of content-related knowledge during pedagogical reasoning

Year: 2023

Type: article

Abstract: We investigate the use of content knowledge and pedagogical content knowledge among 32 novices' and different types of experts' pedagogical reasoning, as exemplified in the field of mathematics education. Think-aloud interviews based on a planning task that required pedagogical reasoning were evaluated using verbal analysis. Our results show differences in the use of mathematics-related content knowledge and pedagogical content knowledge between novices and experts, as well as between types of experts. We conclude that novices tend to emphasise knowledge of teaching procedures and that experts’ use of knowledge is related to their respective qualifications and experiences.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2023.104149

Authors: Roland Pilous, Timo Leuders, Christian Rüede

Institutions: FHNW University of Applied Sciences and Arts Northwestern Switzerland, University of Education Freiburg

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,420