n South African Journal of Education - Scale development for pre-service mathematics teachers' perceptions related to their pedagogical content knowledge
|Article Title||Scale development for pre-service mathematics teachers' perceptions related to their pedagogical content knowledge|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Affiliations||1 Dokuz Eylul University, Turkey, 2 Dokuz Eylul University, Turkey, 3 Dokuz Eylul University, Turkey, 4 University of Wisconsin-Madison, USA and 5 Bartin University, Turkey|
|Publication Date||May 2013|
|Pages||1 - 21|
|Keyword(s)||Pedagogical content knowledge, Pre-service mathematics teachers and Scale development|
ISI Social Science
The purpose of this study is to develop a scale to determine pre-service mathematics teachers' perceptions related to their pedagogical content knowledge. Firstly, a preliminary perception scale of pedagogical content knowledge was constructed and then administered to 112 pre-service mathematics teachers who were enrolled in a mathematics teacher education programme. Exploratory and confirmatory factor analysis, item analysis, correlation analysis, internal consistency and descriptive statistic techniques were used to analyse the data. Then validity and reliability of the scale were investigated. The analyses resulted in the development of a five-factor scale of 17 items that was proved valid and reliable. We contend that the scale developed has the merit to contribute to pre-service teachers' self-awareness by revealing their perceptions regarding their pedagogical content knowledge.
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