International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn: TEDS-M Results

Front Matter....Pages I-IX
Front Matter....Pages 1-1
Framing the Enterprise: Benefits and Challenges of International Studies on Teacher Knowledge and Teacher Beliefs—Modeling Missing Links....Pages 3-17
Theoretical Framework, Study Design and Main Results of TEDS-M....Pages 19-47
Learning About and Improving Teacher Preparation for Teaching Mathematics from an International Perspective....Pages 49-57
Front Matter....Pages 59-59
Knowledge of Future Primary Teachers for Teaching Mathematics: An International Comparative Study....Pages 61-90
Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge....Pages 91-114
In-depth Analyses of Different Countries’ Responses to MCK Items: A View on the Differences Within and Between East and West....Pages 115-140
Why Did Taiwan Excel: Hot Topics and Pressing Issues....Pages 141-161
The Preparation of Primary Mathematics Teachers in Singapore: Programs and Outcomes from the TEDS-M Study....Pages 163-186
Teacher Education Effectiveness: Quality and Equity of Future Primary and Future Lower Secondary Teachers’ General Pedagogical Knowledge....Pages 187-206
Front Matter....Pages 207-207
The Cultural Dimension of Beliefs: An Investigation of Future Primary Teachers’ Epistemological Beliefs Concerning the Nature of Mathematics in 15 Countries....Pages 209-229
The Cultural Notion of Teacher Education: Future Lower Secondary Teachers’ Beliefs on the Nature of Mathematics, the Learning of Mathematics and Mathematics Achievement....Pages 231-253
The Cultural Notion of Teacher Education: Comparison of Lower-Secondary Future Teachers’ and Teacher Educators’ Beliefs....Pages 255-277
An Examination of Future Primary Teachers Attitudes About the Teaching of Mathematics: An International Perspective....Pages 279-296
Front Matter....Pages 297-297
Homogeneity or Heterogeneity? Profiles of Opportunities to Learn in Primary Teacher Education and Their Relationship to Cultural Context and Outcomes....Pages 299-325
Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries....Pages 327-353
Primary Teacher Preparation in the United States: What We Have Learned....Pages 355-369
Emphasis and Balance among the Components of Teacher Preparation: The Case of Lower-Secondary Mathematics Teacher Education....Pages 371-392
Greater Expectations in Lower Secondary Mathematics Teacher Preparation: An Examination of Future Teachers’ Opportunity to Learn Profiles....Pages 393-414
Does School Experience Matter for Future Teachers’ General Pedagogical Knowledge?....Pages 415-428
Front Matter....Pages 429-429
The Conceptualisation of Mathematics Competencies in the International Teacher Education Study TEDS-M....Pages 431-456
Front Matter....Pages 429-429
A Conceptualization of Indicators for Mathematics Teacher Education Quality for International Studies....Pages 457-482
Diagnosing Teacher Knowledge by Applying Multidimensional Item Response Theory and Multiple-Group Models....Pages 483-501
Are College Rankings an Indicator of Quality Education? Comparing Barron’s and TEDS-M....Pages 503-514
Front Matter....Pages 515-515
Learning from the Eastern and the Western Debate—The Case of Mathematics Teacher Education....Pages 517-539
Assessment of Teacher Knowledge Across Countries: A Review of the State of Research....Pages 541-585
Back Matter....Pages 587-592