Introduction: Exploring Future Teacher Characteristics, Knowledge, Beliefs and Opportunities to Learn in the TEDS-M Study

  • Maria Teresa TattoEmail author
  • Wendy M. Smith


This chapter provides an introduction to Part II of the book, which focuses on the future teachers that participated in the Teacher Education and Development Study in Mathematics (TEDS-M), a cross-national study of teacher education programs that prepare future primary and secondary mathematics teachers. The study collected data from 13,871 future primary teachers and 8,207 future secondary teachers through a novice teacher questionnaire (NTQ), and from assessments of mathematics knowledge (MCK) and mathematics pedagogical content knowledge (MPCK). The chapter includes a brief overview of the characteristics of the future teachers, the methods of data collection, and the challenges encountered when administering the questionnaire and the assessments. The data on background characteristics includes age, gender, previous career, highest level of education reached before teacher education, and highest level of mathematics reached before teacher education. The assessments measured future teachers’ abilities to demonstrate key learning outcomes of teacher education programs, including their knowledge (mathematical content knowledge and mathematical pedagogical content knowledge) and beliefs (about the nature of mathematics, the nature of teaching mathematics, the nature of learning mathematics, self-efficacy, and preparedness to teach). Standing between the characteristics of future teachers and their learning outcomes are the characteristics of teacher education programs, which include the opportunities to learn that they afford future teachers. The chapters explore how key opportunities to learn offered by teacher education programs influence future teachers’ knowledge and beliefs. The first six chapters focus on future primary teachers, whereas the last two chapters include the study of future secondary teachers.


  1. Baumert, J. R., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.Google Scholar
  2. Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C.-P., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26(4), 499–531. Scholar
  3. Deng, Z. (1995). Estimating the reliability of the teacher questionnaire used in the Teacher Education and Learning to Teach (TELT). National Center for Research on Teacher Learning Technical Series, 95(1). Retrieved from
  4. Hill, H., Rowan, B., & Ball, D. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42, 371–406.Google Scholar
  5. Ingvarson, L., Beavis, A., Danielson, C., Ellis, L., & Elliott, A. (2005). An evaluation of the bachelor of learning management at central queensland university. Canberra, Australia: Australian Government Department of Education, Science and Technology.Google Scholar
  6. Ingvarson, L., Beavis, A., & Kleinhenz, E. (2007). Factors affecting the impact of teacher education courses on teacher preparedness: Implications for accreditation policy. European Journal of Teacher Education, 30(4), 351–381.CrossRefGoogle Scholar
  7. Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (2013). An analysis of teacher education context, structure, and quality-assurance arrangements in TEDS-M countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.Google Scholar
  8. National Research Council. (2010). Preparing teachers: Building evidence for sound policy. Committee on the study of teacher preparation programs in the United States, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Retrieved from
  9. Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teacher’s pedagogical content beliefs in mathematics. Cognition and Instruction, 6(1), 1–40. Scholar
  10. Qian, H., & Youngs, P. (2015). The effect of teacher education programs on future elementary mathematics teachers’ knowledge: A five-country analysis using TEDS-M data. Journal of Mathematics Teacher Education., 19, 371. Scholar
  11. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.CrossRefGoogle Scholar
  12. Tatto, M. T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18(2), 155–180.CrossRefGoogle Scholar
  13. Tatto, M. T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles, and practice. Journal of Teacher Education, 49(1), 66–77.CrossRefGoogle Scholar
  14. Tatto, M. T. (1999). The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching, 5(1), 111–134.Google Scholar
  15. Tatto, M. T. (2003, April). Evaluating the effectiveness of the teacher preparation program at Michigan State University: Analyzing survey and ethnographic evidence. Presentation to the annual meeting of the American Educational Research Association, Chicago, IL.Google Scholar
  16. Tatto, M. T. (Ed.). (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, Practice, and readiness to teach primary and secondary mathematics in 17 countries: Technical report. Amsterdam, The Netherlands: International Association for the Evaluation of Student Achievement.Google Scholar
  17. Tatto, M. T., & Coupland, D. (2003). Teaching and measuring attitudes in teacher education. In J. Raths & A. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (Advances in Teacher Education) (Vol. 6, pp. 123–181). Greenwich: Information Age Publishing.Google Scholar
  18. Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher education and development study in mathematics (TEDS-M): Conceptual framework. East Lansing, MI: Teacher Education and Development International Study Center, Michigan State University, and IEA.Google Scholar
  19. Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., … Reckase, M. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam, The Netherlands: IEA.Google Scholar
  20. Wilkins, J. L. M. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11(2), 139–164.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Mary Lou Fulton Teachers CollegeArizona State UniversityTempeUSA
  2. 2.University of NebraskaLincolnUSA

Personalised recommendations