Using network analysis methods to investigate how future teachers conceptualize the links between the domains of teacher knowledge

Mika Koponen, Mervi A. Asikainen, Antti Viholainen, Pekka E. Hirvonen

Research output: Contribution to journalArticleScientificpeer-review

Abstract

In this article we present a new approach to investigating teacher knowledge. The essay data related to Finnish future teachers' (N = 18) perceptions of the "knowledge required for teaching mathematics" were transformed into a network. We classified the knowledge topics using the Mathematical Knowledge for Teaching (MKT) framework and examined the relationships between the issues raised with the aid of network analysis. According to the results, the future teachers see the six MKT domains in a hierarchical sequence. As it is not subject specific, this approach is also applicable in the investigation of teacher knowledge of other subjects. (C) 2018 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

Translated title of the contributionVerkostonalyysiä soveltamalla voidaan tutkia kuinka opettajaopiskelijat näkevät yhteydet opetttajantiedon osa-alueiden välillä
Original languageEnglish
JournalTeaching and Teacher Education
Volume79
Pages (from-to)137-152
Number of pages16
ISSN0742-051X
DOIs
Publication statusPublished - Mar 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • teacher knowledge
  • mathematics teacher education
  • Mathematics education
  • Mathematical Knowledge for Teaching
  • NETWORK ANALYSIS
  • pedagogical content knowledge
  • SECONDARY MATHEMATICS

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