By Sigrid Blömeke (auth.), Sigrid Blömeke, Feng-Jui Hsieh, Gabriele Kaiser, William H. Schmidt (eds.)
This ebook bargains effects from the comparative “Teacher schooling and improvement research – studying to coach arithmetic (TEDS-M)". performed less than the auspices of the foreign organization for the assessment of academic fulfillment (IEA), greater than 23,000 arithmetic academics on the basic and reduce secondary degrees from sixteen international locations have been established on the finish of the instructor schooling on their arithmetic and arithmetic pedagogical content material wisdom in addition to surveyed on their ideals and their possibilities to profit. furthermore, consultant samples of instructor educators and coaching associations have been surveyed. TEDS-M analyses particularly the connection among instructor schooling guidelines, practices and results.
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Extra resources for International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn: TEDS-M Results
In contrast, teachers who agreed strongly on the second scale tended to see mathematics learning as teacher-centered with the students’ role being to follow instructions given. Two examples of these items are: “The best way to do well in mathematics is to memorize all the formulae”; and “Pupils need to be taught exact procedures for solving mathematical problems”. The scaling happened in the same way as with respect to the nature of mathematics. Surveying OTL TEDS-M intended to describe opportunities to learn during teacher education across countries.
During teacher education the future primary teachers had opportunities to go into more depth with respect to the content of three or four subjects, among others in mathematics. Germany is an exception as primary school in most federal states includes only four grades and teacher education either prepares for teaching in these (as generalists) or for teaching up to grade 10 (then prepared as specialists in two subjects, in the context of TEDS-M one of these would have been mathematics). Most countries offer two pathways into teaching: a 4-year concurrent and a consecutive route with a basic Bachelor degree followed either by a teaching license or a Master degree.
In algebra, for instance, they did not succeed in carrying out visually represented equivalence transformation. Likewise, it was difficult for them to correlate various mathematical concepts and to develop argumentative proofs. Only in Taiwan, Singapore and Switzerland less than five % of the teachers belonged to this group. In contrast, 88 % of all teachers in Georgia and 60 % of the teachers in Chile had such a low MCK while in Botswana and the Philippines still around 40 % represented this level of knowledge.