ABSTRACT In Australia, one of the key findings of the Teacher Education Ministerial Advisory Group was that not all graduating pre-service teachers possess adequate pedagogical content knowledge (PCK) to teach effectively. The concern is that higher education providers working with pre-service teachers are using pedagogical practices and assessments which are not informed by research. Due to its multifaceted nature, PCK is difficult to measure. In the case of mathematics PCK, some researchers have used multiple-choice questions while others use constructed-response formats depending on the specific attribute of PCK being measured. In either case, researchers need to use instruments that are appropriate to each task. This paper reports on the construction and reliability of a survey instrument used in a larger study to measure pre-service teachers’ mathematics PCK. Using four stages of survey development, in addition to inter-rater agreement measures and Rasch modelling techniques, data analyzes found high levels of validity and reliability for the Mathematics Pedagogical Content Knowledge Instrument (MPCKI).

中文翻译：

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开发和验证用于测量职前教师教学内容知识的调查工具

摘要在澳大利亚，教师教育部长级咨询小组的一项主要发现是，并非所有即将毕业的职前教师都具有足够的教学内容知识（PCK）以有效教学。令人担忧的是，与职前教师一起工作的高等教育提供者正在使用教学实践和评估，而这并未得到研究的支持。由于PCK具有多方面的性质，因此很难进行测量。在数学PCK的情况下，一些研究人员使用了多项选择题，而另一些研究人员则根据所测PCK的特定属性使用了构建的响应格式。无论哪种情况，研究人员都需要使用适合每个任务的工具。本文报告了在较大规模的研究中用于测量职前教师数学PCK的调查仪器的构造和可靠性。通过使用调查开发的四个阶段，除了评估者之间的一致性测度和Rasch建模技术外，数据分析还发现了数学教学内容知识工具（MPCKI）的高有效性和可靠性。