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<p>This study presents a new survey designed to measure the pedagogical content knowledge (PCK) of preschool teachers and their confidence in such knowledge. To measure these elements in depth, the survey focuses on a specific area of mathematics: informal numeracy. We conducted the survey among 344 students registered in the “preschool teacher” program at four teacher training institutes in French-speaking Belgium. This article presents the initial empirical validation phase of the survey followed by descriptive analyses about the cardinal principle. The survey results suggest an incoherence between the logic underlying students’ responses and our conceptual and theoretical assumptions, as well as between the correctness of their responses and their levels of confidence. Finally, we discuss the implication of these results on initial teacher training and on methodologies used to measure PCK in the field of mathematics.</p>

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Pouvoir informatif et limites du questionnaire mesurant les CONnaissances pédagogiques de contenu et la CONfiance en ces connaissances des futurs enseignants du PREscolaire dans le domaine de la Numératie

  • 期刊论文

  • 发表日期：

    2026年5月7日

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  • Yannick Lonhay,
  • Christian Monseur,
  • Annick Fagnant

摘要

This study presents a new survey designed to measure the pedagogical content knowledge (PCK) of preschool teachers and their confidence in such knowledge. To measure these elements in depth, the survey focuses on a specific area of mathematics: informal numeracy. We conducted the survey among 344 students registered in the “preschool teacher” program at four teacher training institutes in French-speaking Belgium. This article presents the initial empirical validation phase of the survey followed by descriptive analyses about the cardinal principle. The survey results suggest an incoherence between the logic underlying students’ responses and our conceptual and theoretical assumptions, as well as between the correctness of their responses and their levels of confidence. Finally, we discuss the implication of these results on initial teacher training and on methodologies used to measure PCK in the field of mathematics.