Differences in Teacher Education Programmes and Their Outcomes across "Didaktik" and Curriculum Traditions

Autor/inn/en	Werler, Tobias Christoph; Tahirsylaj, Armend
Titel	Differences in Teacher Education Programmes and Their Outcomes across "Didaktik" and Curriculum Traditions
Quelle	In: European Journal of Teacher Education, 45 (2022) 2, S.154-172 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1827388
Schlagwörter	Teacher Education Programs; Mathematics Instruction; Pedagogical Content Knowledge; Student Teachers; Educational Philosophy; Educational Objectives; Teaching Methods; Cross Cultural Studies; Foreign Countries; Teacher Education Curriculum; Comparative Education; Outcomes of Education; Western Civilization; Asian Culture; Educational Quality; Elementary Secondary Education; Norway; Germany; Switzerland; United States + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Bildungsphilosophie; Erziehungsphilosophie; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural comparison; Kulturvergleich; Ausland; Vergleichende Erziehungswissenschaft; Lernleistung; Schulerfolg; Quality of education; Bildungsqualität; Norwegen; Deutschland; Schweiz; USA
Abstract	Teacher education is of vital importance for what teachers are capable to do for their pupils, but little is known about student teachers' pedagogical knowledge. The "Didaktik" and the curriculum traditions are two main education approaches underpinning formal schooling and teacher education programmes (TEPs) in the Western world. The main difference between the two traditions lies in the content and objectives of teacher education, which are either theoretical or action-oriented. Two questions are addressed quantitatively: How do teacher education programmes and their outcomes vary across "Didaktik" and curriculum traditions? How do opportunities to learn and beliefs about teaching methods affect mathematical content knowledge (MCK) and mathematical pedagogical content knowledge (MPCK) scores? Empirical data from the Teacher Education and Development Study in Mathematics (TEDS-M) are used, with samples from Norway, Germany, Switzerland, and the US. The study offers alternative explanations for variations of TEPs' outcomes within the Western world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01