A systematic review and meta-analysis of research on mathematics and science pedagogical content knowledge: Exploring its associations with teacher and student variables

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-12-17 DOI:10.1016/j.tate.2024.104881

Tatsushi Fukaya , Daiki Nakamura , Yoshie Kitayama , Takumi Nakagoshi

引用次数: 0

Abstract

Pedagogical content knowledge (PCK) has attracted significant attention as a form of teachers’ professional knowledge. This study conducted a systematic review and meta-analysis of studies to examine the relationship between PCK and other variables among mathematics and science teachers at the primary and secondary levels. The analysis, based on 298 effect sizes collected from 56 papers, showed that teachers’ PCK was positively associated with their content knowledge (CK) and teacher efficacy but not with their gender. Regarding the quality of instruction and students’ academic performance, the results differed by model, although the multilevel-based analyses yielded positive correlations.

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数学和科学教学内容知识研究的系统回顾和元分析：探讨其与教师和学生变量的关系

教学内容知识（PCK）作为教师专业知识的一种形式，受到了广泛的关注。本研究对中小学数学和科学教师的PCK与其他变量之间的关系进行了系统回顾和荟萃分析。基于从56篇论文中收集的298个效应量的分析表明，教师的PCK与他们的内容知识（CK）和教师效能感呈正相关，而与他们的性别无关。在教学质量和学生学习成绩方面，不同模型的结果不同，尽管基于多层次的分析显示出正相关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.