International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn

TEDS-M Results

  • Sigrid Blömeke
  • Feng-Jui Hsieh
  • Gabriele Kaiser
  • William H. Schmidt

Part of the Advances in Mathematics Education book series (AME)

Table of contents

  1. Front Matter
    Pages I-IX
  2. Introduction

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

    1. Front Matter
      Pages 59-59
    2. Sharon L. Senk, Maria Teresa Tatto, Mark Reckase, Glenn Rowley, Ray Peck, Kiril Bankov
      Pages 61-90
    3. Feng-Jui Hsieh, Pei-Chen Wu, Ting-Ying Wang
      Pages 141-161
    4. Khoon Yoong Wong, Kok Leong Boey, Suat Khoh Lim-Teo, Jaguthsing Dindyal
      Pages 163-186
  4. Beliefs at the End of Teacher Education: International Perspectives

  5. Does Teacher Education Matter?

  6. Assessment Challenges with Respect to Teacher Knowledge

    1. Front Matter
      Pages 429-429
    2. Martina Döhrmann, Gabriele Kaiser, Sigrid Blömeke
      Pages 431-456
    3. Feng-Jui Hsieh, Chiu-Keung Law, Haw-Yaw Shy, Ting-Ying Wang, Chia-Jui Hsieh, Shu-Jyh Tang
      Pages 457-482
    4. William Schmidt, Nathan Burroughs, Lee Cogan, Richard Houang
      Pages 503-514
  7. Conclusions: What We Have Learned and Future Challenges

    1. Front Matter
      Pages 515-515
  8. Back Matter
    Pages 587-592

About this book


This book presents a collection of papers that examine the TEDS-M data results in terms of knowledge and beliefs, the relationship between opportunities to learn during teacher education and outcomes, as well as the relationship between the future teachers’ background and teacher education outcomes. TEDS-M, under the auspices of the International Association for the Evaluation of Educational Achievement (IEA), carried out the first-ever study to examine primary and lower secondary mathematics teachers’ competence in their last year of teacher education. In particular, it analyses the relationship between teacher education policies, practices and outcomes. Analysis of these complex relationships indicates both global and regional patterns of similarity and difference and identifies country-specific strengths and weaknesses, thus enabling national policy makers to improve the effectiveness of their systems within their own cultural norms and values.

 Specifically, through examination and analysis of the TEDS-M data, the papers in this book:

•     add to the body of theory through reflecting on teacher knowledge conceptions, the relationship between teacher knowledge and beliefs, and cultural influences on the assessment and development of teacher knowledge and beliefs;

•     illustrate the potential and ways of exploring possible connections between teacher preparation and student achievement; and

•     discuss policy implications for evaluating teacher preparation and program quality.

 The book therefore provides a unique insight into teacher training systems and competences around the world and will be an invaluable resource for researchers, government policy makers and teacher trainers everywhere.


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

Editors and affiliations

  • Sigrid Blömeke
    • 1
  • Feng-Jui Hsieh
    • 2
  • Gabriele Kaiser
    • 3
  • William H. Schmidt
    • 4
  1. 1.Humboldt-Universität zu Berlin Syst. Didaktik & UnterrichtsforschungBerlinGermany
  2. 2.National Taiwan Normal University Department of MathematicsTaipeiTaiwan
  3. 3.Inst. Didaktik der MathematikUniversität Hamburg FB ErziehungswissenschaftHamburgGermany
  4. 4.Michigan State University College of EducationEast LansingUSA

Bibliographic information