BÜTÜN, Mesut Karadeniz Teknik Üniversitesi - Eğitim Fakültesi - İlköğretim Bölümü, Turkey

Using Scenario Type Interview Questions for Investigating Mathematics Teachers’ Pedagogical Content Knowledge Structures

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One of the main factors affecting students’ achievement in mathematics is teacher knowledge. Pedagogical content knowledge is an essential knowledge structure or qualification component that well-qualified teachers should have. It is a knowledge structure where content knowledge intersects with pedagogical knowledge, theoretical and practical knowledge integrates, and playing a central role in teaching. Scenario type interview questions are frequently used as a data collection tool in the research studies those investigating mathematics teachers’ pedagogical content knowledge structures. In this study, it was exemplified and discussed in depth for using scenario type interview questions as a data collection tool while investigating mathematics teachers’ pedagogical content knowledge structures. It is given examples of scenario type interview questions and some teachers’ explanations. In this way, it is aimed to give an idea about scenario type interview questions and the potential of these tools for investigating teachers’ pedagogical content knowledge. In addition, advantages and disadvantages of these tools are presented.

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Scenario type interview questions , pedagogical content knowledge , teacher education.

Dicle University Journal Of Ziya Gökalp Faculty Of Education

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