Introduction
Tatto et al. (2010) stated: “We know little about the organization of the opportunities to learn mathematics and mathematics pedagogy offered to prospective and practicing teachers across the world and their relative effectiveness” (p. 313). The quote comes from a paper based on reports from 20 participating countries collected as part of the 2005 Conference of the International Commission on Mathematics Instruction (ICMI-15) (see Tatto et al. 2009). Since then the Teacher Education and Development Study in Mathematics or TEDS-M (see Tatto et al. 2012) was implemented in 2008 to begin to answer such questions.
Structure and Characteristics
In the 7 years between the ICMI-15 and the TEDS-M studies, the education of teachers has become an important policy issue. While we know more about the structure and characteristics of teacher education, the image that emerges is one of increased complexity. On the one hand, there are efforts by supranational institutions (e.g., European...
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Novotná, J., Moraová, H., Tatto, M.T. (2018). Mathematics Teacher Education Organization, Curriculum, and Outcomes. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-77487-9_107-6
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