A performance-based test to measure teachers' mathematics and science content and pedagogical knowledge

Ebrahim Mohammadpour; Yahya Maroofi

doi:10.1016/j.heliyon.2023.e13932

A performance-based test to measure teachers' mathematics and science content and pedagogical knowledge

Heliyon. 2023 Feb 28;9(3):e13932. doi: 10.1016/j.heliyon.2023.e13932. eCollection 2023 Mar.

Authors

Ebrahim Mohammadpour¹, Yahya Maroofi²

Affiliations

¹ Measurement and Evaluation, Department of Educational Sciences, Farhangian University, Kurdistan, Sanandaj, Iran.
² Curriculum Studies, Department of Education, University of Kurdistan, Sanandaj, Iran.

Abstract

Developing an instrument to measure and compare mathematics and science content knowledge (CK) and pedagogical knowledge (PK) of teachers who graduated from Teacher Training University (TTU) with those of teachers who graduated from other universities in Iran was the primary purpose of this study. A total of 226 teachers were selected using a two-stage cluster random sampling, which included 84 teachers graduating from TTU and 142 teachers from other universities. The data were collected using mathematics, science CK, PK, and NEO tests to measure teachers' personality traits. The findings indicated a significant difference between the two groups of teachers in the CK tests, favoring TTU graduates. However, it was found that the two groups did not perform differently in the PK tests.

Keywords: Content knowledge; Pedagogical knowledge; TPACK; Teacher instructional competencies; Teacher professional development.