International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn: TEDS-M Results (Advances in Mathematics Education)

This book offers results from the comparative “Teacher Education and Development Study – Learning to Teach Mathematics (TEDS-M)". Carried out under the auspices of the International Association for the Evaluation of Educational Achievement (IEA), more than 23,000 mathematics teachers at the primary and lower secondary levels from 16 countries were tested at the end of the teacher education on their mathematics and mathematics pedagogical content knowledge as well as surveyed on their beliefs and their opportunities to learn. In addition, representative samples of teacher educators and training institutions were surveyed. TEDS-M analyses in particular the relationship between teacher education policies, practices and outcomes. ​ Front Matter....Pages I-IX Front Matter....Pages 1-1 Framing the Enterprise: Benefits and Challenges of International Studies on Teacher Knowledge and Teacher Beliefs—Modeling Missing Links....Pages 3-17 Theoretical Framework, Study Design and Main Results of TEDS-M....Pages 19-47 Learning About and Improving Teacher Preparation for Teaching Mathematics from an International Perspective....Pages 49-57 Front Matter....Pages 59-59 Knowledge of Future Primary Teachers for Teaching Mathematics: An International Comparative Study....Pages 61-90 Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge....Pages 91-114 In-depth Analyses of Different Countries’ Responses to MCK Items: A View on the Differences Within and Between East and West....Pages 115-140 Why Did Taiwan Excel: Hot Topics and Pressing Issues....Pages 141-161 The Preparation of Primary Mathematics Teachers in Singapore: Programs and Outcomes from the TEDS-M Study....Pages 163-186 Teacher Education Effectiveness: Quality and Equity of Future Primary and Future Lower Secondary Teachers’ General Pedagogical Knowledge....Pages 187-206 Front Matter....Pages 207-207 The Cultural Dimension of Beliefs: An Investigation of Future Primary Teachers’ Epistemological Beliefs Concerning the Nature of Mathematics in 15 Countries....Pages 209-229 The Cultural Notion of Teacher Education: Future Lower Secondary Teachers’ Beliefs on the Nature of Mathematics, the Learning of Mathematics and Mathematics Achievement....Pages 231-253 The Cultural Notion of Teacher Education: Comparison of Lower-Secondary Future Teachers’ and Teacher Educators’ Beliefs....Pages 255-277 An Examination of Future Primary Teachers Attitudes About the Teaching of Mathematics: An International Perspective....Pages 279-296 Front Matter....Pages 297-297 Homogeneity or Heterogeneity? Profiles of Opportunities to Learn in Primary Teacher Education and Their Relationship to Cultural Context and Outcomes....Pages 299-325 Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries....Pages 327-353 Primary Teacher Preparation in the United States: What We Have Learned....Pages 355-369 Emphasis and Balance among the Components of Teacher Preparation: The Case of Lower-Secondary Mathematics Teacher Education....Pages 371-392 Greater Expectations in Lower Secondary Mathematics Teacher Preparation: An Examination of Future Teachers’ Opportunity to Learn Profiles....Pages 393-414 Does School Experience Matter for Future Teachers’ General Pedagogical Knowledge?....Pages 415-428 Front Matter....Pages 429-429 The Conceptualisation of Mathematics Competencies in the International Teacher Education Study TEDS-M....Pages 431-456 Front Matter....Pages 429-429 A Conceptualization of Indicators for Mathematics Teacher Education Quality for International Studies....Pages 457-482 Diagnosing Teacher Knowledge by Applying Multidimensional Item Response Theory and Multiple-Group Models....Pages 483-501 Are College Rankings an Indicator of Quality Education? Comparing Barron’s and TEDS-M....Pages 503-514 Front Matter....Pages 515-515 Learning from the Eastern and the Western Debate—The Case of Mathematics Teacher Education....Pages 517-539 Assessment of Teacher Knowledge Across Countries: A Review of the State of Research....Pages 541-585 Back Matter....Pages 587-592 This book presents a collection of papers that examine the TEDS-M data results in terms of knowledge and beliefs, the relationship between opportunities to learn during teacher education and outcomes, as well as the relationship between the future teachers' background and teacher education outcomes. TEDS-M, under the auspices of the International Association for the Evaluation of Educational Achievement (IEA), carried out the first-ever study to examine primary and lower secondary mathematics teachers' competence in their last year of teacher education. In particular, it analyses the relationship between teacher education policies, practices and outcomes. Analysis of these complex relationships indicates both global and regional patterns of similarity and difference and identifies country-specific strengths and weaknesses, thus enabling national policy makers to improve the effectiveness of their systems within their own cultural norms and values. Specifically, through examination and analysis of the TEDS-M data, the papers in this book: • add to the body of theory through reflecting on teacher knowledge conceptions, the relationship between teacher knowledge and beliefs, and cultural influences on the assessment and development of teacher knowledge and beliefs; • illustrate the potential and ways of exploring possible connections between teacher preparation and student achievement; and • discuss policy implications for evaluating teacher preparation and program quality. The book therefore provides a unique insight into teacher training systems and competences around the world and will be an invaluable resource for researchers, government policy makers and teacher trainers everywhere This book reviews the Teacher Education and Development Study: Learning to Teach Mathematics, which tested 23,000 primary and secondary level math teachers from 16 countries on content knowledge and asked their opinions on beliefs and opportunities to learn.