ZDM

, Volume 44, Issue 3, pp 223–247

Assessment of teacher knowledge across countries: a review of the state of research

Original Article

DOI: 10.1007/s11858-012-0429-7

Cite this article as:
Blömeke, S. & Delaney, S. ZDM Mathematics Education (2012) 44: 223. doi:10.1007/s11858-012-0429-7

Abstract

This review presents an overview of research on the assessment of mathematics teachers’ knowledge as one of the most important parameters of the quality of mathematics teaching in school. Its focus is on comparative and international studies that allow for analyzing the cultural dimensions of teacher knowledge. First, important conceptual frameworks underlying comparative studies of mathematics teachers’ knowledge are summarized. Then, key instruments designed to assess the content knowledge and pedagogical content knowledge of future and practicing mathematics teachers in different countries are described. Core results from comparative and international studies are documented, including what we know about factors influencing the development of teacher knowledge and how the knowledge is related to teacher performance and student achievement. Finally, we discuss the challenges connected to cross-country assessments of teacher knowledge and we point to future research prospects.

Keywords

Mathematics teacher educationComparative studyMathematics content knowledge (MCK)Mathematics pedagogical content knowledge (MPCK)Large-scale assessment

Copyright information

© FIZ Karlsruhe 2012

Authors and Affiliations

  1. 1.Humboldt University of BerlinBerlinGermany
  2. 2.Coláiste Mhuire, Marino Institute of EducationDublinIreland