Given the scarcity of studies explicitly exploring the often tacit assumption that teachers’ content knowledge (CK) is pre-requisite of pedagogical content knowledge (PCK), in this study, we draw on Shulman’s conceptualization of these notions to examine their relation by content-aligning the CK and PCK measures. Toward this end, we analyzed data from a paper-and-pencil survey gauging primary schoolteachers’ CK and PCK on fractions. The data of 373 completed teacher surveys were analyzed using two different complementary approaches, with the one compensating for the limitations of the other: item response theory analysis and statistical implicative analysis. Both analyses suggested that CK could be considered pre-requisite of PCK: when the CK and PCK items were placed on the same item response theory scale in most of the CK–PCK pairs, the PCK items were more difficult than their aligned CK items; additionally, in most of the quasi-implication paths of the statistical implicative analysis, answering the CK items was found to be pre-requisite of answering their aligned PCK items. We discuss the study findings, considering their theoretical, methodological, and practical implications.

鉴于很少有研究明确探索教师的内容知识 (CK) 是教学内容知识 (PCK) 的先决条件这一经常默认的假设，在本研究中，我们利用舒尔曼对这些概念的概念化，通过内容来检查它们之间的关系——调整 CK 和 PCK 措施。为此，我们分析了一项测量小学教师 CK 和 PCK 分数的纸笔调查数据。使用两种不同的补充方法对 373 份完成的教师调查的数据进行了分析，一种方法弥补了另一种方法的局限性：项目反应理论分析和统计隐含分析。两种分析都表明 CK 可以被认为是 PCK 的先决条件：在大多数 CK-PCK 对中，当 CK 和 PCK 项目被置于相同的项目反应理论量表上时，PCK 项目比它们对齐的 CK 项目更难；此外，在统计蕴涵分析的大多数准蕴涵路径中，发现回答 CK 项目是回答其对齐的 PCK 项目的先决条件。我们讨论研究结果，考虑它们的理论、方法和实践意义。