The Role of Opportunity to Learn in Teacher Preparation: An International Context

Autor/inn/en	Schmidt, William H.; Cogan, Leland; Houang, Richard
Titel	The Role of Opportunity to Learn in Teacher Preparation: An International Context
Quelle	In: Journal of Teacher Education, 62 (2011) 2, S.138-153 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487110391987
Schlagwörter	Preservice Teacher Education; Mathematics Education; Teacher Education Programs; Educational Opportunities; Secondary School Mathematics; Elementary School Mathematics; Course Content; Teaching Skills; Knowledge Base for Teaching; Pedagogical Content Knowledge; Foreign Countries; Cross Cultural Studies; Knowledge Level; Botswana; Chile; Georgia; Germany; Malaysia; Norway; Oman; Philippines; Poland; Russia; Singapore; Spain; Switzerland; Taiwan; Thailand; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematische Bildung; Bildungsangebot; Bildungschance; Elementare Mathematik; Schulmathematik; Kursprogramm; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Ausland; Cultural comparison; Kulturvergleich; Wissensbasis; Deutschland; Norwegen; Philippinen; Polen; Russland; Singapur; Spanien; Schweiz; USA
Abstract	This article examines the teacher preparation program learning opportunities afforded future lower secondary mathematics teachers and future elementary teachers who may teach mathematics. Data from U.S. participation in the recent international Teacher Education and Development Study in Mathematics are explored against international profiles to address a critical issue oft cited in the teacher education literature: Given the finite time available, what sort of balance is provided for course work across the areas of mathematics content, mathematics pedagogy, and general pedagogy? Results demonstrated major differences for lower secondary preparation programs in both the types of topics or courses covered and the relative emphasis across the three areas in those countries statistically outperforming the United States in comparison to U.S. programs. Similar but less striking differences were noted among elementary programs. These results should provide important empirical evidence relevant to the ongoing policy dialog concerning identifying the specific content of a quality teacher preparation program. (Contains 3 notes, 5 tables, and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10