Measuring the quality of topic specific PCK and its effect on learner outcomes

Our research group has defined the construct of topic specific PCK (TSPCK) as a key aspect of PCK.

Project dates: 2014-2016

Grants and funding: NRF (National Research Foundation, South Africa)

Budget: Grant funding ZAR$718,900 ($73,700 AUD)

In this project we carry forward this work by widening both the topics measured as well and the base of teachers tested in existing topics. Through this process we hope to gain baseline information on teachers’ TSPCK in South Africa as a starting point for possible interventions to improve their professional knowledge. The research also aims to look at the effects of interventions to improve TSPCK with pre-service teachers, novice teachers and practising teachers teaching new topics. An additional challenge to be tackled in this project is that of investigating the effect of quality TSPCK on learner outcomes.

Key people

Researchers

  • Rollnick, M.
  • Davidowitz, B.
  • Toerien, R.

International collaborator

  • Bertram, A
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Acknowledgement of country

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nations on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business.

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