Design and validation of the P-MATHEX questionnaire: Assessing preservice teachers’ perceptions of pedagogical knowledge in mathematics and science
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| Опубліковано в:: | European Journal of Science and Mathematics Education vol. 14, no. 1 (2025) |
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| Інші автори: | , , , |
| Опубліковано: | |
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| Онлайн доступ: | Citation/Abstract Full text outside of ProQuest |
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|---|---|---|---|
| 001 | 3287604451 | ||
| 003 | UK-CbPIL | ||
| 024 | 7 | |a 10.30935/scimath/17522 |2 doi | |
| 035 | |a 3287604451 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 100 | 1 | |a Villanueva, María Santágueda |u Departamento de Educación y Didácticas Especificas, Universitat Jaume I, Castellón de la Plana, SPAIN | |
| 245 | 1 | |a Design and validation of the P-MATHEX questionnaire: Assessing preservice teachers’ perceptions of pedagogical knowledge in mathematics and science | |
| 260 | |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study presents the design and validation of the P-MATHEX questionnaire, an instrument aimed at assessing preservice primary teachers’ perceptions regarding pedagogical knowledge in mathematics and experimental science education. Initially, a questionnaire comprising 50 Likert-scale items and 10 demographic questions was developed and subjected to a cognitive pre-test with 50 preservice teachers from a Spanish university. The instrument was then validated using a larger training sample of 264 participants. Psychometric validation involved exploratory factor analysis (EFA) and confirmatory factor analysis, item discrimination indices, and internal consistency reliability assessed by McDonald’s omega coefficient. EFA results identified five distinct factors: teacher training improvement, methodological shortcomings, applied teaching methods, trial-and-error approach, and student problem-solving difficulties. The revised questionnaire was further validated with an additional sample of 166 preservice teachers. Results confirmed excellent internal consistency (global ω = 0.95) and robust factorial structure (CFI = 0.986; TLI = 0.985; RMSEA = 0.061). The P-MATHEX questionnaire effectively highlighted preservice teachers’ perceived strengths in practical teaching methods and identified areas requiring further training, particularly inclusive education practices and integration of information and communication technologies skills. This validated instrument provides educators and policymakers a reliable and actionable tool to evaluate and enhance teacher education programmes in mathematics and experimental sciences, ultimately aiming to improve pedagogical practices in primary education classrooms. | |
| 653 | |a Pedagogy | ||
| 653 | |a Teaching methods | ||
| 653 | |a Discriminant analysis | ||
| 653 | |a Questionnaires | ||
| 653 | |a Mathematics | ||
| 653 | |a Preservice teachers | ||
| 653 | |a Science education | ||
| 653 | |a Educational Practices | ||
| 653 | |a Factor Analysis | ||
| 653 | |a Teacher Surveys | ||
| 653 | |a Academic Accommodations (Disabilities) | ||
| 653 | |a Reliability | ||
| 653 | |a Mathematics Education | ||
| 653 | |a Elementary Education | ||
| 653 | |a Factor Structure | ||
| 653 | |a Mathematics Teachers | ||
| 653 | |a Teacher Education Programs | ||
| 653 | |a Pedagogical Content Knowledge | ||
| 653 | |a Science Instruction | ||
| 653 | |a Validated Programs | ||
| 653 | |a Student Problems | ||
| 653 | |a Preservice Teacher Education | ||
| 653 | |a Elementary School Teachers | ||
| 700 | 1 | |a Sanz, María T |u Departamento Didáctica de la Matemática, Universidad de Valencia, Valencia, SPAIN | |
| 700 | 1 | |a López-Iñesta, Emilia |u Departamento Didáctica de la Matemática, Universidad de Valencia, Valencia, SPAIN | |
| 700 | 1 | |a Lidón Monferrer |u Departamento de Educación y Didácticas Especificas, Universitat Jaume I, Castellón de la Plana, SPAIN | |
| 700 | 1 | |a Gil Lorenzo Valentín |u Departamento de Educación y Didácticas Especificas, Universitat Jaume I, Castellón de la Plana, SPAIN | |
| 773 | 0 | |t European Journal of Science and Mathematics Education |g vol. 14, no. 1 (2025) | |
| 786 | 0 | |d ProQuest |t Supplemental Education Index | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3287604451/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u https://doi.org/10.30935/scimath/17522 |