Teachers' Pedagogical Content Knowledge

Abstract

This chapter has three major sections. In order to illustrate the importance of teachers’ knowledge of students in relation to teachers’ pedagogical content knowledge (PCK), the first section analyses one part of the initial teacher profile. In this part teachers were asked how their students would solve a fraction problem, both appropriately and inappropriately. They were then asked to explain how they would address the inappropriate answers. Their responses are then discussed in relation to students’ actual performance on the fraction question. The initial characterisation of teachers’ PCK is described in the second section based on the Rasch analysis carried out. Four hierarchical levels of ability are summarised. The final section discusses the analysis of teacher change in aspects of PCK from the initial to the final teacher profile for various subgroups of teachers who took part in the professional learning program.