Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M).

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Autor/inn/en	Tatto, Maria Teresa; Schwille, John; Senk, Sharon L.; Ingvarson, Lawrence; Rowley, Glenn; Peck, Ray; Bankov, Kiril; Rodriguez, Michael; Reckase, Mark
Sonst. Personen	Dumais, Jean (Mitarb.)
Institution	International Association for the Evaluation of Educational Achievement
Titel	Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M).
Quelle	Amsterdam: IEA (2012), 295 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Monographie
ISBN	90-79549-12-6; 978-90-79549-12-2
Schlagwörter	Bildungsinhalt; Fallstudie; Fragebogenerhebung; Interview; Bildungschance; Einstellung (Psy); Erlebnis; Besoldung; Sekundarstufe I; Primarbereich; Lehrer; Lehramtsstudent; Lehramtsstudiengang; Lehrerausbildung; Bildungsabschluss; Fachwissen; Interesse; Motivation; Curriculum; Fachdidaktik; Mathematik; Mathematikunterricht; Akkreditierung; Sozioökonomische Lage; Arbeitsbedingungen; Einkommen; Beruf; Qualifikation; Hochschulbildung; Lehrangebot; Studienfach; Pädagogische Hochschule; Internationaler Vergleich; Bedarf; Leistung; Qualitätssicherung; Rekrutierung; Chile; Deutschland; Georgien; Kanada; Malaysia; Norwegen; Oman; Philippinen; Polen; Russland; Schweiz; Singapur; Spanien; Taiwan; Thailand; USA
Abstract	The Teacher Education and Development Study (TEDS-M) is the first cross-national study to use representative samples in order to examine the preparation of future teachers of mathematics at both the primary and secondary school levels. The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). In its 54 years of activities, IEA has conducted over 30 comparative research studies focusing on educational policies, practices, and outcomes in various school subjects in more than 80 countries around the world. TEDS-M is the first IEA project to focus on tertiary education and to pay particular attention to teachers and their learning. Seventeen countries participated in TEDS-M. Data were gathered from approximately 22,000 future teachers from 750 programs in about 500 teacher education institutions. Teaching staff within these programs were also surveyed. Altogether, close to 5,000 mathematicians, mathematics educators, and general pedagogy educators participated in TEDS-M. The key research questions for the study focused on the associations between teacher education policies, institutional practices, and future teachers' knowledge (by the end of their preservice education) of mathematics and pedagogy. This report describes and compares national policies relating to teacher education and documents how the participating countries organize their teacher education provision. The report provides insight not only into the main characteristics of the various tertiary-education programs and their curricula, but also into the opportunities to learn about mathematics and mathematics pedagogy that the programs offer their future teachers. The findings of assessments of the participating future teachers' mathematics content knowledge and mathematics pedagogy knowledge are presented within this context, as are the results of surveys on the teachers' beliefs about mathematics and learning mathematics. The report also provides information on various characteristics of programs' teacher educators in the participating countries. The TEDS-M results provide evidence that may be used to improve policy and practice relating to preparing teachers of mathematics. It also provides a new baseline for future research on teacher education and development. This report is the third publication to emerge from TEDS-M. It was preceded by a report documenting the study's conceptual framework and a report that considered teacher salaries within the scope of student achievement. Future publications include a detailed report on the contexts in which teacher education takes place, an encyclopedia presenting country by country TEDS-M information, and a technical report. IEA will also make available an international database of TEDS-M findings that the wider research community can use in order to conduct secondary analyses. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/1