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South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies./
作者:	Bleecker, Heather A.
面頁冊數:	1 online resource (207 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355069846

South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies.
Bleecker, Heather A.

South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies. - 1 online resource (207 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

This quantitative research study investigates South Dakota middle school (grades 5-8) mathematics teachers' perceptions of teaching competencies including general pedagogical knowledge (GPK) and mathematical pedagogical content knowledge (MPCK). The study also considered how teacher characteristics relate to teacher competencies. The study examined middle school teacher perceptions because of the importance of the mathematics concepts being taught. Teacher participants completed a voluntary 50 question electronic survey within a three-week time period. Data analysis findings include descriptive and inferential statistics on GPK, MPCK, professional development, and teacher characteristics. Respondents perceived maintaining a safe and respectful classroom to be the most important item for GPK. Respondents perceived having an adequate knowledge of mathematics to be the most important item for MPCK. Overall, GPK was perceived as more important than MPCK regardless of teacher characteristics studied. Respondents perceived professional development in the area of mathematics and mathematics education to be most important to middle school mathematics teachers. However, respondents reported that professional development was rarely provided to teachers with the exception of self-directed learning. The aim of this study was to provide current and future middle school mathematics teachers and their evaluators with a summary of how the importance of pedagogical knowledge can inform mathematics teacher practice, evaluation, and professional development.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355069846Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies.
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504 $a Includes bibliographical references
520 $a This quantitative research study investigates South Dakota middle school (grades 5-8) mathematics teachers' perceptions of teaching competencies including general pedagogical knowledge (GPK) and mathematical pedagogical content knowledge (MPCK). The study also considered how teacher characteristics relate to teacher competencies. The study examined middle school teacher perceptions because of the importance of the mathematics concepts being taught. Teacher participants completed a voluntary 50 question electronic survey within a three-week time period. Data analysis findings include descriptive and inferential statistics on GPK, MPCK, professional development, and teacher characteristics. Respondents perceived maintaining a safe and respectful classroom to be the most important item for GPK. Respondents perceived having an adequate knowledge of mathematics to be the most important item for MPCK. Overall, GPK was perceived as more important than MPCK regardless of teacher characteristics studied. Respondents perceived professional development in the area of mathematics and mathematics education to be most important to middle school mathematics teachers. However, respondents reported that professional development was rarely provided to teachers with the exception of self-directed learning. The aim of this study was to provide current and future middle school mathematics teachers and their evaluators with a summary of how the importance of pedagogical knowledge can inform mathematics teacher practice, evaluation, and professional development.
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