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The relationship between propositional teacher knowledge and classroom teaching practice: the case of Chinese novice mathematics teachers

Artigo2022

Boran Yu ORCID; William C. Smith ORCID; Yiming Cao ORCID

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Resumo

Propositional teacher knowledge is recognised as valuable in classroom teaching practice, yet little attention has been paid to it relative to practical knowledge. This mixed-methods study aimed to understand the relationship between teachers’ propositional knowledge and their classroom teaching practice in the collaborative school context using the case of Chinese (Shanghai) novice secondary mathematics teachers. The first quantitative phase, analysing 95 teachers from the 2018 TALIS, finds that propositional Mathematics Pedagogical Content Knowledge (MPCK), General Pedagogy Knowledge (GPK) and Cross-curricular Teaching Knowledge (CTK) positively relate to effective teaching practice. The qualitative follow-up phase, interviewing six teachers with secondary mathematics teaching experience, suggests the value of propositional knowledge in three other areas, including Mathematical Content Knowledge (MCK), Curriculum Knowledge (CK), and Technological Pedagogical Content Knowledge (TPCK), as well as possible barriers in transforming propositional knowledge into practical knowledge. Overall results suggest that a collaborative school context aids this transition, helping teachers develop their practical knowledge to enhance the effectiveness of their teaching.

Dados da obra

Tipo
Artigo
Periódico
Asia Pacific Journal of Education, v. 45, n. 1, p. 210-226
Editora
Taylor & Francis
Ano
2022 (2022-07-05)
Idioma
en
Palavras-chave
propositional knowledge; teacher knowledge; practical knowledge; mathematics pedagogical content knowledge; high school mathematics teaching; TALIS; technological pedagogical content knowledge; mathematics content knowledge; curriculum knowledge; knowledge transformation; teaching effectiveness; Shanghai
Temas
Currículo, Práticas Pedagógicas
DOI
10.1080/02188791.2022.2096570
ISSN
0129-4776, 0218-8791, 1742-6855
Licença
cc-by-nc
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
YU, Boran; SMITH, William C.; CAO, Yiming. The relationship between propositional teacher knowledge and classroom teaching practice: the case of Chinese novice mathematics teachers. Asia Pacific Journal of Education, v. 45, n. 1, p. 210-226, 2022. DOI: https://doi.org/10.1080/02188791.2022.2096570.

APA

Yu, B., Smith, W. C., & Cao, Y. (2022). The relationship between propositional teacher knowledge and classroom teaching practice: the case of Chinese novice mathematics teachers. Asia Pacific Journal of Education, 45(1), 210-226. https://doi.org/10.1080/02188791.2022.2096570

BibTeX
@article{yu2022,
  author = {Yu, Boran and Smith, William C. and Cao, Yiming},
  title = {The relationship between propositional teacher knowledge and classroom teaching practice: the case of Chinese novice mathematics teachers},
  year = {2022},
  journal = {Asia Pacific Journal of Education},
  volume = {45},
  number = {1},
  pages = {210-226},
  publisher = {Taylor \& Francis},
  doi = {10.1080/02188791.2022.2096570},
  language = {en}
}
RIS
TY  - JOUR
AU  - Yu, Boran
AU  - Smith, William C.
AU  - Cao, Yiming
TI  - The relationship between propositional teacher knowledge and classroom teaching practice: the case of Chinese novice mathematics teachers
PY  - 2022
JO  - Asia Pacific Journal of Education
VL  - 45
IS  - 1
SP  - 210
EP  - 226
DO  - 10.1080/02188791.2022.2096570
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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