Abstract:
This study contributes to discussions on teacher knowledge by providing
evidence that teacher knowledge can be conceptualized in domain specific and measurable
terms instead of theorizing it in general terms and using proxy measures for it. The
groundbreaking attempt at this type of conceptualization was done by the KAT project in the
US when they put up a framework that hypothesized three types of knowledge whose
intersections were considered blurry. Arguing that the intersections of the three hypothesized
knowledge rather produce some form of complex blends of knowledge that cannot be ignored,
an expanded form of this original KAT framework has recently been suggested. It is this
expanded framework that guided the current study. Using an instrument developed through
adaptation of the KAT project’s instruments, exploratory factor analysis conducted on data
from 252 mathematics teachers in 40 senior high schools in Ghana validated the expanded
framework Recommendations for further research in different domains of mathematics and
the use of the framework to develop measures of teacher knowledge have been made.
