International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn

1. Front Matter

   Pages I-IX

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2. Introduction

   1. Front Matter

      Pages 1-1

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

      • Sigrid Blömeke

      Pages 3-17

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

      • S. Blömeke, G. Kaiser

      Pages 19-47

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

      • Yeping Li

      Pages 49-57

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

5. Does Teacher Education Matter?

   1. Front Matter

      Pages 297-297

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

      • Sigrid Blömeke, Gabriele Kaiser

      Pages 299-325

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

      • Sigrid Blömeke, Ute Suhl, Gabriele Kaiser, Martina Döhrmann

      Pages 327-353

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.  ​

• Beliefs about the teaching and learning of mathematics
• IEA TEDS-M
• Mathematics teacher preparation policies and programs
• Mathematics teacher preparation routes and programs
• Preparedness for teaching mathematics
• Teacher education policies and practices

• 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

Policies and ethics