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A phenomenographic analysis seeks a "description, analysis, and understanding of … experiences”
Phenomenography is not phenomenology. Both phenomenography and phenomenology have human experience as its object; however, phenomenology is a philosophical method, with the philosopher engaged in investigating their own experience (Marton & Booth, 1997).
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- Marton, F. (1981). Phenomenography - describing conceptions of the world around us. Instructional Science, 10(1981), 177-200.
  
  Marton, F. (1986). Phenomenography - A research approach investigating different understandings of reality. Journal of Thought, 21(2), 28-49.

19 Aug 09

International Handbook of Research on Teachers and Teaching

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research teacher teaching book

16 Jun 09

Science Math

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research project

02 Jun 09

Item Response Theory

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theory research

23 Mar 09

SIG/RME

AERA Special Interest Group for Research in Mathematics Education

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mathematics education research

10 Feb 09

Teachers Matter: Attracting ... - Google Boksøk

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teacher education research

Skott (2009) Contextualising the notion of belief enactment

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beliefs mathematics teacher education research

Seminal studies by Cooney (1985), Ernest (1989), Thompson (1984) and others pointed to the need of viewing teaching as more than a behavioural response to external constraints and affordances.
Instead, they recommended that we look into the role of teachers’ mathematical and educational priorities for the mathematics
classroom practices.

Blömeke et al. (2008) Effectiveness of teacher education

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effectiveness teacher education mathematics research

(1)
content knowledge,

(2)
pedagogical content knowledge, and

(3)
general pedagogical knowledge.
The levels of content knowledge, pedagogical content knowledge and general pedagogical knowledge have proven to influence
teacher performance significantly. However, if each of the facets is analyzed with regard to its relation to teacher performance,
the effects are vague resp. contradictory. Thus, the single dimensions of teacher knowledge seem to have only a limited predictability.
Evidence for this phenomenon exists especially with regard to content knowledge in mathematics (Begle, 1979; Hill, Rowan & Ball, 2004; Monk, 1994).
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Corresponding vague and contradictory effects become apparent with regard to general pedagogical knowledge if it is taken
as the only criterion to predict teacher performance (Ashton & Crocker 1987; Grossman, 1990). In contrast, pedagogical content knowledge seems to be a vital element of teacher performance: the linking of content knowledge and knowledge about its instruction
shows consistently positive correlations to student achievement (Baumert, 2006; Brown, Smith & Stein, 1996; Cohen & Hill, 1997; Wiley & Yoon, 1995). However, an important question is to what extent somebody can have pedagogical content knowledge without having acquired
content knowledge and pedagogical knowledge.
The six-country study MT21 about future lower-secondary mathematics teachers
Regarding pedagogical content knowledge, countries differ in their strengths and weaknesses.
The link between cognitive components of professional competence and teacher performance touches upon the problem of “idle knowledge”. By definition the conceptualization of “competence” as a latent constructs that is assumed to underlie teacher performance
requires capturing those types of knowledge in a measurement that are really closely linked to performance.
(1)

the psychological approach (Anderson & Krathwohl, 2001),

(2)
the sociological approach (Polanyi, 1985).

Both traditions share a distinction of knowledge types. The former distinguishes between declarative, procedural and meta-cognitive
knowledge. The latter distinguishes between “knowing that”, “knowing how”, and “knowing why”.
research documents that teachers have huge problems with diagnosing student achievement accurately
If beliefs are operationalized specifically to both the content taught and the challenges a specific classroom situation
presents, empirical evidence exists for a link between teacher beliefs and student achievement (Bromme, 1994, p. 77; 2005).
epistemological beliefs about the nature of the underlying academic discipline (Hofer & Pintrich, 2002),

•

beliefs about teaching and learning in a subject (Thompson, 1992),

•

pedagogical beliefs about the social context of schools, about teacher education and the process of professional development.
Staub and Stern (2002) applied Peterson’s instrument to teachers and linked their beliefs to student achievement. The study reveals that a constructivist
perspective is related to higher student achievement as far as complex problem solving abilities are tested. At the same time,
these teachers achieve a comparable level of students’ algorithmic abilities compared to teachers with a transmission perspective.
In addition to research about these broader beliefs on teaching and learning mathematics comparative studies focusing on Chinese
and US-American teachers describe different beliefs concerning the curricular structure of mathematics teaching and the source
of success: Whereas Chinese teachers favor a more holistic view on central mathematical ideas, US-American teachers regard
mathematics more separated in smaller pieces (Ma, 1999). Chinese teachers view students’ efforts as reason for success in contrast to American teachers, who believe in mathematical
talent as main determinant of student achievement (Stevenson et al., 1990).
Fig. 1 Model of teacher-education outcomes

We found four levels of
                  professional competence (Blömeke et al., 2008c):
                  
                           • 
                                                      on level A, the mathematics knowledge is limited to school mathematics. Problems to be solved should not be too cognitively
                              complex, either. In contrast, the number of knowledge dimensions to be applied can be high. Usually this means that a teacher
                              on this level shows sufficient content knowledge and pedagogical content knowledge to solve simple instructional problems.
                                                   
                           • 
                                                      On level B, these problems can require several cognitive steps. Still the knowledge is limited to school mathematics.                        
                           • 
                                                      The necessary level of knowledge changes on level C. Teachers can solve problems which require knowledge of university mathematics
                              and pedagogical content knowledge.
                                                   
                           • 
                                                      On the highest level D, the tackled problems additionally can be very complex from a cognitive point of view.

The OECD initiative “Attracting, developing and retaining effective teachers” provides comparable data for about 25 countries
It turned out that in institutions with a higher GPA future teachers gain more professional knowledge.
Shulman, L. S. (1985). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock
(Ed.), Handbook of Research on Teaching (3rd ed., pp. 3–36). New York: Macmillan.

ZDM - December 2008

Issue with a special focus on research concerning mathematics teachers and their education

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mathematics teacher education research

27 Jan 09

EERA: Welcome to EERA

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research education europe

20 Jan 09

Notebook 2.0: 12 Tools for Researchers

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tools software research web2.0

19 Dec 08

NATED

Norwegian Graduate School in Educational Research

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norway research school

08 Dec 08

CRMSE | Center for Research in Mathematics and Science Education

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center mathematics education research

25 Nov 08

Early Algebra Home

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algebra research resources

17 Nov 08

Huntley et al. (2007) Investigating high-school students’ reasoning strategies when they solve linear equations

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equation mathematics education research article

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•	on level A, the mathematics knowledge is limited to school mathematics. Problems to be solved should not be too cognitively complex, either. In contrast, the number of knowledge dimensions to be applied can be high. Usually this means that a teacher on this level shows sufficient content knowledge and pedagogical content knowledge to solve simple instructional problems.
•	On level B, these problems can require several cognitive steps. Still the knowledge is limited to school mathematics.
•	The necessary level of knowledge changes on level C. Teachers can solve problems which require knowledge of university mathematics and pedagogical content knowledge.
•	On the highest level D, the tackled problems additionally can be very complex from a cognitive point of view.