The teacher knowledge/classroom practice nexus : professional learning in the classroom

Teaching quality is increasingly recognised as the key determinant of school effectiveness while poor quality teaching, particularly in mathematics, is often understood as resulting from deficiencies in teacher knowledge. This paper focuses on dominant frameworks that have been touchstones for teacher knowledge in mathematics education during at least the past two decades. For example, there have been consistent references to Shulman’s Pedagogical Content Knowledge (PCK) and derivations such as Ball’s Mathematical Knowledge for Teaching (MKT). These frameworks provide a structured lens for distinguishing among various types of knowledge thought to be important for teaching. We consider shortcomings associated with focussing predominantly on such conceptions of the knowledge needed for teaching, especially given that the impact of such knowledge will always be mediated by teacher choices in relation to classroom instruction. We suggest that at least equal attention must be given to teachers’ knowledge of teaching (that is, teachers’ broad pedagogical knowledge) in the quest for improving teaching quality. In order to facilitate the translation of PCK or MKT into effective teacher action in the classroom, we suggest that teachers also need access to a comprehensive pedagogical framework to guide reflection, analysis, and improvement. We report on early findings from projects involving such a framework, known as Quality Teaching, to illustrate the potential of this broader conceptualisation of what teachers need to know if they are to succeed in the classroom