International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn

TEDS-M Results

ISBN: 978-94-007-6436-1 (Print) 978-94-007-6437-8 (Online)

Table of contents (25 chapters)

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  1. Front Matter

    Pages I-IX

  2. Introduction

    1. Front Matter

      Pages 1-1

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      Chapter

      Pages 3-17

      Framing the Enterprise: Benefits and Challenges of International Studies on Teacher Knowledge and Teacher Beliefs—Modeling Missing Links

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      Chapter

      Pages 19-47

      Theoretical Framework, Study Design and Main Results of TEDS-M

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      Chapter

      Pages 49-57

      Learning About and Improving Teacher Preparation for Teaching Mathematics from an International Perspective

  3. Knowledge at the End of Teacher Education: International Perspectives

    1. Front Matter

      Pages 59-59

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      Chapter

      Pages 61-90

      Knowledge of Future Primary Teachers for Teaching Mathematics: An International Comparative Study

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      Chapter

      Pages 91-114

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

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      Chapter

      Pages 115-140

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

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      Chapter

      Pages 141-161

      Why Did Taiwan Excel: Hot Topics and Pressing Issues

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      Chapter

      Pages 163-186

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

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      Chapter

      Pages 187-206

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

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

    1. Front Matter

      Pages 207-207

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      Chapter

      Pages 209-229

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

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      Chapter

      Pages 231-253

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

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      Chapter

      Pages 255-277

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

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      Chapter

      Pages 279-296

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

  5. Does Teacher Education Matter?

    1. Front Matter

      Pages 297-297

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      Chapter

      Pages 299-325

      Homogeneity or Heterogeneity? Profiles of Opportunities to Learn in Primary Teacher Education and Their Relationship to Cultural Context and Outcomes

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      Chapter

      Pages 327-353

      Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries

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      Chapter

      Pages 355-369

      Primary Teacher Preparation in the United States: What We Have Learned

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      Chapter

      Pages 371-392

      Emphasis and Balance among the Components of Teacher Preparation: The Case of Lower-Secondary Mathematics Teacher Education

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      Chapter

      Pages 393-414

      Greater Expectations in Lower Secondary Mathematics Teacher Preparation: An Examination of Future Teachers’ Opportunity to Learn Profiles

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      Chapter

      Pages 415-428

      Does School Experience Matter for Future Teachers’ General Pedagogical Knowledge?

  6. Assessment Challenges with Respect to Teacher Knowledge

    1. Front Matter

      Pages 429-429

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      Chapter

      Pages 431-456

      The Conceptualisation of Mathematics Competencies in the International Teacher Education Study TEDS-M

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