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International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn

TEDS-M Results

  • Book
  • © 2014

Overview

Editors:
  1. Sigrid Blömeke

    1. Humboldt-Universität zu Berlin Syst. Didaktik & Unterrichtsforschung, Berlin, Germany

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  2. Feng-Jui Hsieh

    1. National Taiwan Normal University Department of Mathematics, Taipei, Taiwan

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  3. Gabriele Kaiser

    1. Inst. Didaktik der Mathematik, Universität Hamburg FB Erziehungswissenschaft, Hamburg, Germany

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  4. William H. Schmidt

    1. Michigan State University College of Education, East Lansing, USA

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  • Comprehensive overview on the TEDS-M 2008 results
  • Offers unique insights into the teacher educational systems in 16 ?countries worldwide
  • Presents analytical and relational, as well as descriptive, results of TEDS-M data
  • Includes supplementary material: sn.pub/extras

Part of the book series: Advances in Mathematics Education (AME)

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Table of contents (25 chapters)

  1. Front Matter

    Pages I-IX
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  3. Knowledge at the End of Teacher Education: International Perspectives

    1. Front Matter

      Pages 59-59
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    2. Knowledge of Future Primary Teachers for Teaching Mathematics: An International Comparative Study

      • Sharon L. Senk, Maria Teresa Tatto, Mark Reckase, Glenn Rowley, Ray Peck, Kiril Bankov
      Pages 61-90

    3. Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge

      • Sigrid Blömeke, Ute Suhl, Gabriele Kaiser
      Pages 91-114

    4. In-depth Analyses of Different Countries’ Responses to MCK Items: A View on the Differences Within and Between East and West

      • Feng-Jui Hsieh, Chi-Tai Chu, Chia-Jui Hsieh, Pi-Jen Lin
      Pages 115-140

    5. Why Did Taiwan Excel: Hot Topics and Pressing Issues

      • Feng-Jui Hsieh, Pei-Chen Wu, Ting-Ying Wang
      Pages 141-161

    6. The Preparation of Primary Mathematics Teachers in Singapore: Programs and Outcomes from the TEDS-M Study

      • Khoon Yoong Wong, Kok Leong Boey, Suat Khoh Lim-Teo, Jaguthsing Dindyal
      Pages 163-186

    7. Teacher Education Effectiveness: Quality and Equity of Future Primary and Future Lower Secondary Teachers’ General Pedagogical Knowledge

      • J. König, S. Blömeke, L. Paine, W. H. Schmidt, F.-J. Hsieh
      Pages 187-206

  4. Beliefs at the End of Teacher Education: International Perspectives

    1. Front Matter

      Pages 207-207
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    2. The Cultural Dimension of Beliefs: An Investigation of Future Primary Teachers’ Epistemological Beliefs Concerning the Nature of Mathematics in 15 Countries

      • Anja Felbrich, Gabriele Kaiser, Christiane Schmotz
      Pages 209-229

    3. The Cultural Notion of Teacher Education: Future Lower Secondary Teachers’ Beliefs on the Nature of Mathematics, the Learning of Mathematics and Mathematics Achievement

      • Shu-Jyh Tang, Feng-Jui Hsieh
      Pages 231-253

    4. The Cultural Notion of Teacher Education: Comparison of Lower-Secondary Future Teachers’ and Teacher Educators’ Beliefs

      • Ting-Ying Wang, Feng-Jui Hsieh
      Pages 255-277

    5. An Examination of Future Primary Teachers Attitudes About the Teaching of Mathematics: An International Perspective

      • Nathan Burroughs, William Schmidt
      Pages 279-296
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Keywords

About this book

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.  ​

Editors and Affiliations

  • Humboldt-Universität zu Berlin Syst. Didaktik & Unterrichtsforschung, Berlin, Germany

    Sigrid Blömeke

  • National Taiwan Normal University Department of Mathematics, Taipei, Taiwan

    Feng-Jui Hsieh

  • Inst. Didaktik der Mathematik, Universität Hamburg FB Erziehungswissenschaft, Hamburg, Germany

    Gabriele Kaiser

  • Michigan State University College of Education, East Lansing, USA

    William H. Schmidt

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