Roche, A. & Clarke, D. (2011). Some lessons learned from the experience of assessing teacher pedagogical content knowledge in mathematics. J. Clark, B. Kissane, J. Mousley. 658-666. Australia: AAMT and MERGA.
For the past three years, the authors have been using questionnaire items to assess the pedagogical content knowledge (PCK) of primary teachers involved in a multi-faceted professional learning program in Catholic schools in Victoria. We will describe the challenges of developing and coding items which assess PCK in mathematics, levels of performance on various items, and the extent to which change over time was evident. We will also share insights about areas for which professional learning programs might give greater emphasis, arising from the data.
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