Validation of the Assessment of Teachers’ Pedagogical Content Knowledge as a Self-Assessment with K-12 Teachers in a Title 1 School District

<p>Teacher quality has become a topic of national discussion due to the United States’ lagging behind other countries’ success on both international and national assessments. Validation of the Assessment of Teachers’ Pedagogical Content Knowledge (ATPCK) as a self-assessment with K-12 teachers in a Title 1 school district is the purpose of this research. Assessing teachers’ pedagogical content knowledge (PCK) growth as a result of professional development is a challenge. Utilizing confirmatory factor analysis allowed the researcher to determine the validity and reliability of the ATPCK as a self-assessment measure of teachers’ PCK. The research results will be utilized to support the improvement of future district and site-based evaluation of teacher professional development practices.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Counseling, Foundations & Leadership

Year dc:date.available

2020

Author dc:creator

• Moore, Jami Michel

Contributors dc:contributor

• Dr. Deirdre Greer
• Dr. Eli Jones
• Dr. Saoussan Maarouf

• Pedagogical Content Knowledge (PCK)
• Components Of PCK: Subject Matter Knowledge
• Instructional Objective And Context
• Knowledge Of Students' Understanding
• Lesson Study
• Professional Learning Communities
• Curriculum and Instruction
• Educational Leadership
• Educational Methods
• Teacher Education and Professional Development

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/405

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1407