Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study

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• 作者：Dennis Fung^a ; ^{clfung@hku.hk} ; Peter Kutnick^a ; ^b ; ^{pkutnick@hku.hk} ; Ida Mok^a ; ^{iacmok@hku.hk} ; Frederick Leung^a ; ^{frederickleung@hku.hk} ; Betty Pok-Yee Lee^c ; ^{bettylee_hku@yahoo.com.hk} ; Yee Yan Mai^d ; ^{myycarol@gmail.com} ; Matthew Telford Tyler^e ; ^{mtyler@rthighschool.org}
• 关键词：Hong Kong ; Mathematics subject matter knowledge ; Pedagogic efficacy ; Performance of mathematical operations ; Teacher background
• 刊名：International Journal of Educational Research
• 出版年：2017
• 出版时间：2017
• 年：2017
• 卷：81
• 期：Complete
• 页码：119-130
• 全文大小：645 K
• 卷排序：81

文摘

High levels of pedagogic efficacy positively affected pupils’ achievement. Ability to perform mathematics operations positively affected pupils’ achievement. Subject knowledge was related to teachers’ performance of mathematical operations. Pedagogic efficacy to be more strongly associated with pupil achievement. The training of teachers should take into account the development of pedagogic efficacy.