Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries

Autor/inn/en	Blomeke, Sigrid; Suhl, Ute; Kaiser, Gabriele; Dohrmann, Martina
Titel	Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 1, S.44-55 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2011.08.006
Schlagwörter	Family Characteristics; Academic Achievement; Outcomes of Education; Mathematics Education; International Education; Comparative Education; Elementary School Teachers; Preservice Teacher Education; Comparative Analysis; Student Teachers; Teacher Characteristics; Teacher Background; Pedagogical Content Knowledge; Predictor Variables; Foreign Countries + Suchen Sie Ihr Suchwort? Schulleistung; Lernleistung; Schulerfolg; Mathematische Bildung; Internationale Erziehung; Vergleichende Erziehungswissenschaft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Pädagogische Kompetenz; Prädiktor; Ausland
Abstract	First findings of IEA's "Teacher Education and Development Study in Mathematics (TEDS-M)" had revealed differences in the demographic background, opportunities to learn (OTL), and outcomes of teacher education between student teachers from different countries. Two hypotheses are examined: OTL and teacher background are significant predictors of mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) as outcomes. OTL effects are partly mediated by differential student teacher intake. Data from multi-level models support our hypotheses with respect to gender, high-school achievement, motivation, OTL in mathematics and the mediating effect of student teacher intake. Background affects only MCK but not MPCK. (Contains 3 figures and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10