Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia

Producción Científica

Detalhes bibliográficos
Autores: Marbán Prieto, José María, Sintema, Edgar J.
Formato: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2023
País:España
Recursos:Universidad de Valladolid
Repositorio:UVaDOC. Repositorio Documental de la Universidad de Valladolid
OAI Identifier:oai:uvadoc.uva.es:10324/81116
Acesso em linha:https://doi.org/10.1080/14794802.2023.2281942
https://uvadoc.uva.es/handle/10324/81116
Access Level:acceso abierto
Palavra-chave:Perceptions
Prospective mathematics secondary teachers
Pedagogical Content Knowledge (PCK)
58 Pedagogía
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spelling Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of ZambiaMarbán Prieto, José MaríaSintema, Edgar J.PerceptionsProspective mathematics secondary teachersPedagogical Content Knowledge (PCK)58 PedagogíaProducción CientíficaThe purpose of the current study was to contribute to a better understanding of Zambian prospective mathematics secondary teachers’ pedagogical content knowledge of mathematics (M-PCK) as part of a larger project aimed at characterising their subject matter and pedagogical content knowledge (PCK) related to the function concept. K-means Cluster analysis was used to derive profiles based on M-PCK perceptions. Three profiles related to M-PCK perceptions of prospective teachers emerged from the clustering process namely (i) self-doubting (cluster 1), (ii) anti-M-PCK (cluster 2) and (iii) confident and enthusiastic (cluster 3). A One-way ANOVA test was performed to determine the existence of differences in prospective teachers’ perceptions between Clusters based on the five M-PCK sub-factors. The test revealed significant differences between Clusters of prospective teachers’ perception of all sub-factors. Prospective teachers in Clusters 1 and 2 showed low confidence in their M-PCK perceptions while those in Cluster 3 generally showed moderate confidence.We thank the coordinators of the ERASMUS+ KA107 (ICM) 2017-1-ES01-KA107-036589Project, with financial support from the European Commission, SEPIE (Erasmus plus Office in Spain) for awarding a mobility scholarship to one of the authors to undertake his PhD research activities at the University of Valladolid in the first half of 2018. The mobility made the collaboration between the two authors in writing this manuscript successful.Taylor & Francis2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://doi.org/10.1080/14794802.2023.2281942https://uvadoc.uva.es/handle/10324/81116reponame:UVaDOC. Repositorio Documental de la Universidad de Valladolidinstname:Universidad de ValladolidIngléshttps://www.tandfonline.com/doi/full/10.1080/14794802.2023.2281942info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:uvadoc.uva.es:10324/811162026-06-13T12:44:47Z
dc.title.none.fl_str_mv Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia
title Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia
spellingShingle Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia
Marbán Prieto, José María
Perceptions
Prospective mathematics secondary teachers
Pedagogical Content Knowledge (PCK)
58 Pedagogía
title_short Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia
title_full Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia
title_fullStr Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia
title_full_unstemmed Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia
title_sort Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia
dc.creator.none.fl_str_mv Marbán Prieto, José María
Sintema, Edgar J.
author Marbán Prieto, José María
author_facet Marbán Prieto, José María
Sintema, Edgar J.
author_role author
author2 Sintema, Edgar J.
author2_role author
dc.subject.none.fl_str_mv Perceptions
Prospective mathematics secondary teachers
Pedagogical Content Knowledge (PCK)
58 Pedagogía
topic Perceptions
Prospective mathematics secondary teachers
Pedagogical Content Knowledge (PCK)
58 Pedagogía
description Producción Científica
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1080/14794802.2023.2281942
https://uvadoc.uva.es/handle/10324/81116
url https://doi.org/10.1080/14794802.2023.2281942
https://uvadoc.uva.es/handle/10324/81116
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://www.tandfonline.com/doi/full/10.1080/14794802.2023.2281942
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:UVaDOC. Repositorio Documental de la Universidad de Valladolid
instname:Universidad de Valladolid
instname_str Universidad de Valladolid
reponame_str UVaDOC. Repositorio Documental de la Universidad de Valladolid
collection UVaDOC. Repositorio Documental de la Universidad de Valladolid
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