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