| The mixed-methods study examined teacher knowledge and beliefs within the workplace setting. The planning and debriefing dialogue within a peer coaching model revealed elements of content knowledge (CK), pedagogy knowledge (PK), and pedagogical content knowledge (PCK) of ten experienced upper elementary math teachers.;Characteristics of CK, and PK functioned independently, and at times, emerged interdependently as (PCK), which was otherwise barely detectable in the teacher dialogue. Teachers discussed decisions to emphasize math-related vocabulary, math-fact fluency, and mathematical procedures. Concerns that students lacked the skills to understand the advanced concepts curtailed opportunities to deliver abstract reasoning skills through lessons. Knowledge of pedagogy was revealed when teachers discussed instructional strategies that altered student choice, integrated high-interest learning resources into lessons, facilitated teacher-student communication, and refined the use of classroom management techniques.;Pedagogical content knowledge was uncovered when teachers discussed ways to simplify the complexity of learning the math standards for their students. The limited dialogue on PCK revealed their understandings of the students' prior learning experiences and academic weaknesses, in light of the delivery of the new curricular content. Teachers' self-efficacy, measured by administering a survey, indicates that teacher beliefs changed over the course of the six-week peer coaching study. The study's findings suggest that upper elementary teachers do not appear to access the type of knowledge needed to effectively teach the Common Core, and that factors within the local school context can influence the success of a new curricular reform. |
