A1 Refereed original research article in a scientific journal
Mathematics teachers’ professional influence within teacher communities: the role of work experience and pedagogical content knowledge
Authors: Grigaliūnienė, Monika; Lehtinen, Erno; Gruber, Hans; Palonen, Tuire
Publisher: Informa UK Limited
Publishing place: ABINGDON
Publication year: 2025
Journal: European Journal of Teacher Education
Journal name in source: European Journal of Teacher Education
Journal acronym: EUR J TEACH EDUC
Number of pages: 19
ISSN: 0261-9768
eISSN: 1469-5928
DOI: https://doi.org/10.1080/02619768.2025.2511872
Web address : https://doi.org/10.1080/02619768.2025.2511872
Abstract
This study investigated if mathematics teachers' professional experience or pedagogical content knowledge (PCK) could predict how often colleagues seek their colleagues for advice. Ninety-three Lithuanian secondary school mathematics teachers participated. The analysis found that only professional experience, not PCK, predicted how often a teacher was consulted. Seniority primarily influenced whether teachers were sought out for advice on pedagogical matters. Interestingly, there was a significant negative correlation between professional experience and PCK. Cluster analysis identified four groups; teachers with less experience had the highest PCK but were rarely consulted. Meanwhile, more experienced teachers, regardless of whether they had high or low PCK, were frequently asked for advice. Both experienced groups were equally recognised as valuable sources of advice by their peers. The study suggests further research is needed to understand how PCK evolves over a teacher's professional development and how its relevance may change over time.
This study investigated if mathematics teachers' professional experience or pedagogical content knowledge (PCK) could predict how often colleagues seek their colleagues for advice. Ninety-three Lithuanian secondary school mathematics teachers participated. The analysis found that only professional experience, not PCK, predicted how often a teacher was consulted. Seniority primarily influenced whether teachers were sought out for advice on pedagogical matters. Interestingly, there was a significant negative correlation between professional experience and PCK. Cluster analysis identified four groups; teachers with less experience had the highest PCK but were rarely consulted. Meanwhile, more experienced teachers, regardless of whether they had high or low PCK, were frequently asked for advice. Both experienced groups were equally recognised as valuable sources of advice by their peers. The study suggests further research is needed to understand how PCK evolves over a teacher's professional development and how its relevance may change over time.
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