ABSTRACT

In this systematic review, we investigated how content knowledge (CK) and pedagogical content knowledge (PCK) in the domains of mathematics, science and literacy are represented in current research regarding early childhood pre- and in-service teachers. In our systematic literature search, we found 151 publications, of which 42 remained in the review after a close screening of the abstracts. We found that mathematics is the most represented domain in research in this field and that there is a focus on CK and PCK. Furthermore, we found a focus on in-service teachers rather than pre-service teachers and that qualitative as well as cross-sectional research methods are most common. The results indicate a need for research that links the different fields of knowledge as well as research in teacher education. Resulting questions and limitations of this study are discussed.

摘要

在这篇系统综述中，我们调查了数学、科学和读写领域的内容知识 (CK) 和教学内容知识 (PCK) 在当前有关幼儿学前和在职教师的研究中的表现。在我们系统的文献检索中，我们找到了 151 篇出版物，其中 42 篇在对摘要进行仔细筛选后仍在审查中。我们发现数学是该领域研究中最具代表性的领域，并且重点关注 CK 和 PCK。此外，我们发现重点关注在职教师而不是职前教师，并且定性和横断面研究方法最为常见。结果表明需要将不同的知识领域和教师教育研究联系起来。