During the last three decades, scholars have proposed several conceptual structures to represent teacher knowledge. A common denominator in this work is the assumption that disciplinary knowledge and the knowledge needed for teaching are distinct. However, empirical findings on the distinguishability of these two knowledge components, and their relationship with student outcomes, are mixed. In this replication and extension study, we explore these issues, drawing on evidence from a multi-year study of over 200 fourth- and fifth-grade US teachers. Exploratory and confirmatory factor analyses of these data suggested a single dimension for teacher knowledge. Value-added models predicting student test outcomes on both state tests and a test with cognitively challenging tasks revealed that teacher knowledge positively predicts student achievement gains. We consider the implications of these findings for teacher selection and education.

中文翻译：

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数学内容知识和教学知识：探索它们的区别性和对学生学习的贡献

在过去的三十年中，学者们提出了几种概念结构来代表教师的知识。这项工作的共同点是假设学科知识和教学所需的知识是不同的。但是，关于这两个知识成分的可区分性以及它们与学生成绩之间关系的实证研究结果参差不齐。在这项复制和扩展研究中，我们将根据对200多名美国四年级和五年级教师进行的多年研究得出的证据，探讨这些问题。对这些数据的探索性和验证性因素分析表明教师知识的单一维度。在状态测试和具有挑战性任务的测试中预测学生测试结果的增值模型显示，教师知识可以积极预测学生的学习成绩。