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This book reports on an innovative study into the first five years
of mathematics teaching: FIRSTMATH. For the first time, the study
has developed a viable methodology to analyze the knowledge,
skills, and dispositions of beginning mathematics teachers as well
as instruments to explore the contexts where they work. The book
provides a step by step account of this exploratory
(proof-of-concept) research study, using a comparative and
international approach, and introduces readers to the challenges
entailed. The FIRSTMATH study promises the development of methods
and strategies to make it possible for teacher educators and future
teachers to examine (and improve on) their own practices in an
important STEM area.
This book uses the publicly available TEDS-M data to answer such
questions as: How does teacher education contribute to the learning
outcomes of future teachers? Are there programs that are more
successful than others in helping teachers learn to teach
mathematics? How does the local and national policy environment
contribute to teacher education outcomes? It invites readers to
explore these questions across a large number of international
settings. The importance of preparing future mathematics teachers
has become a priority across many nations. Across the globe nations
have allocated resources and expertise to this endeavour. Yet in
spite of the importance accorded to teacher education not much is
known about different approaches to preparing knowledgeable
teachers and whether these approaches do in fact achieve their
purpose. The Mathematics Teacher Education and Development Study
(TEDS-M) is the first, and to date the only, cross-national study
using scientific and representative samples to provide empirical
data on the knowledge that future mathematics teachers of primary
and secondary school acquire in their teacher education programs.
The study addresses the central importance of teacher knowledge in
learning to teach mathematics by examining variation in the nature
and influence of teacher education programs within and across
countries. The study collected data on teacher education programs
structure, curriculum and opportunities to learn, on teacher
educators' characteristics and beliefs, and on future mathematics
teachers' individual characteristics, beliefs, and mathematics and
pedagogical knowledge across 17 countries providing a unique
opportunity to explore enduring questions in the field.
This book uses the publicly available TEDS-M data to answer such
questions as: How does teacher education contribute to the learning
outcomes of future teachers? Are there programs that are more
successful than others in helping teachers learn to teach
mathematics? How does the local and national policy environment
contribute to teacher education outcomes? It invites readers to
explore these questions across a large number of international
settings. The importance of preparing future mathematics teachers
has become a priority across many nations. Across the globe nations
have allocated resources and expertise to this endeavour. Yet in
spite of the importance accorded to teacher education not much is
known about different approaches to preparing knowledgeable
teachers and whether these approaches do in fact achieve their
purpose. The Mathematics Teacher Education and Development Study
(TEDS-M) is the first, and to date the only, cross-national study
using scientific and representative samples to provide empirical
data on the knowledge that future mathematics teachers of primary
and secondary school acquire in their teacher education programs.
The study addresses the central importance of teacher knowledge in
learning to teach mathematics by examining variation in the nature
and influence of teacher education programs within and across
countries. The study collected data on teacher education programs
structure, curriculum and opportunities to learn, on teacher
educators' characteristics and beliefs, and on future mathematics
teachers' individual characteristics, beliefs, and mathematics and
pedagogical knowledge across 17 countries providing a unique
opportunity to explore enduring questions in the field.
Learning to Teach in England and the United States studies the
evolution of initial teacher education by considering some of the
current approaches in England and the United States. Presenting
empirical evidence from these two distinct political and historical
contexts, the chapters of this thought-provoking volume illustrate
the tensions involved in preparing teachers who are working in
ever-changing environments. Grounded in the lived experiences of
those directly affected by these shifting policy environments, the
book questions if reforms that have introduced accountability
regimes and new kinds of partnership with the promise of improving
teaching and learning, have contributed to more powerful learning
experiences in schools for those entering the profession. The
authors consider the relationships between global, national and
local policy, and question their potential impact on the future of
teacher education and teaching more generally. The research adopts
an innovative methodology and sociocultural theoretical framework
designed to show greater insights into the ways in which beginning
teachers' learning experiences are shaped by relationships at all
of these levels. A key emerging issue is that of the alignment - or
not - between the values and dispositions of the individuals and
the institutions that are involved. This book will appeal to
academics, researchers and postgraduate students in the fields of
teacher education, comparative education, higher education, and
education policy and politics.
Learning to Teach in England and the United States studies the
evolution of initial teacher education by considering some of the
current approaches in England and the United States. Presenting
empirical evidence from these two distinct political and historical
contexts, the chapters of this thought-provoking volume illustrate
the tensions involved in preparing teachers who are working in
ever-changing environments. Grounded in the lived experiences of
those directly affected by these shifting policy environments, the
book questions if reforms that have introduced accountability
regimes and new kinds of partnership with the promise of improving
teaching and learning, have contributed to more powerful learning
experiences in schools for those entering the profession. The
authors consider the relationships between global, national and
local policy, and question their potential impact on the future of
teacher education and teaching more generally. The research adopts
an innovative methodology and sociocultural theoretical framework
designed to show greater insights into the ways in which beginning
teachers' learning experiences are shaped by relationships at all
of these levels. A key emerging issue is that of the alignment - or
not - between the values and dispositions of the individuals and
the institutions that are involved. This book will appeal to
academics, researchers and postgraduate students in the fields of
teacher education, comparative education, higher education, and
education policy and politics.
This book reports on an innovative study into the first five years
of mathematics teaching: FIRSTMATH. For the first time, the study
has developed a viable methodology to analyze the knowledge,
skills, and dispositions of beginning mathematics teachers as well
as instruments to explore the contexts where they work. The book
provides a step by step account of this exploratory
(proof-of-concept) research study, using a comparative and
international approach, and introduces readers to the challenges
entailed. The FIRSTMATH study promises the development of methods
and strategies to make it possible for teacher educators and future
teachers to examine (and improve on) their own practices in an
important STEM area.
Knowledge, Policy and Practice in Teacher Education reviews the
evolution of education policy on initial teacher education as an
indicator of the knowledge that is considered important for nation
building. It also looks at research on approaches and structures to
initial teacher learning as an indication of the intellectual and
moral direction to which schooling must aspire. Contributors look
at these dynamics across a range of societies including Australia,
the Czech Republic, England, Finland, Hong Kong, Israel, Italy,
Japan, South Korea, Mexico, Russia, and the USA. Using a review of
the literature approach within a comparative framework, the book
seeks to answer the following questions for each country: What has
been the evolution of different approaches to learning to teach in
each setting, and what factors have influenced change over the
years? What are the underlying theories that characterize past and
current thinking about the knowledge, skills and dispositions
needed by teachers and what evidence is used to support these
theories? What does a review on the state of the knowledge about
teacher education over the past 30 years reveal about the evolution
of the research and knowledge traditions that have supported
current and past innovations in teacher education? Maria Teresa
Tatto and Ian Menter explore international variability in different
conceptions of knowledge in the context of learning to teach and
explore the way in which national and international influences
interact in the developing trajectories of teacher education policy
and practice, considering what knowledge is considered important
for teachers to have.
Knowledge, Policy and Practice in Teacher Education reviews the
evolution of education policy on initial teacher education as an
indicator of the knowledge that is considered important for nation
building. It also looks at research on approaches and structures to
initial teacher learning as an indication of the intellectual and
moral direction to which schooling must aspire. Contributors look
at these dynamics across a range of societies including Australia,
the Czech Republic, England, Finland, Hong Kong, Israel, Italy,
Japan, South Korea, Mexico, Russia, and the USA. Using a review of
the literature approach within a comparative framework, the book
seeks to answer the following questions for each country: What has
been the evolution of different approaches to learning to teach in
each setting, and what factors have influenced change over the
years? What are the underlying theories that characterize past and
current thinking about the knowledge, skills and dispositions
needed by teachers and what evidence is used to support these
theories? What does a review on the state of the knowledge about
teacher education over the past 30 years reveal about the evolution
of the research and knowledge traditions that have supported
current and past innovations in teacher education? Maria Teresa
Tatto and Ian Menter explore international variability in different
conceptions of knowledge in the context of learning to teach and
explore the way in which national and international influences
interact in the developing trajectories of teacher education policy
and practice, considering what knowledge is considered important
for teachers to have.
Based on a major international teacher education research
project—the Mathematics Teaching in the 21st Century Study
(MT21)—this book investigates the pre-service preparation of
middle school mathematics teachers in the United States, South
Korea, Taiwan, Germany, Bulgaria, and Mexico. The study was funded
by the National Science Foundation and the participating countries.
William Schmidt (co-author of the influential TIMSS study on
student test results in science and math) and Maria Teresa Tatto
(director of the Teacher Education and Development study or TEDS-M)
led a collaborative team of international researchers in this
study. Using the results of more than 2,500 surveys, the authors
examine the differential contribution of the six countries’
teacher-education models to the knowledge, skills, and dispositions
of their future mathematics teachers. Case studies and detailed
analysis of the teacher education curriculum across the
participating countries provide rich contextual information to
explain the survey findings. This study is the first to examine the
resource allocation and economic support in teacher education
vis-Ã -vis other mathematics-related professions, and shows
that differential investment patterns are consistent with the level
of teaching knowledge found in each country’s new teachers. The
book includes a chapter on policy implications, with a special
focus on teacher preparation in the United States.
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