The mathematics education of future primary and secondary teachers : methods and findings from the Teacher Education and Development Study in Mathematics

In 2005, the International Association for the Evaluation of Educational Achievement (IEA), Michigan State University, and the Australian Council for Educational Research took an important step in advancing the field of education by partnering to develop and implement the first international and com...

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Published in:Journal of teacher education Vol. 62; no. 2; pp. 121 - 137
Main Authors: Tatto, Maria Teresa, Senk, Sharon
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.03.2011
Corwin Press, Inc
SAGE PUBLICATIONS, INC
Subjects:
Associations
Australia
Australian Council for Educational Research (ACER)
Comparative analysis
Comparative Education
Cross national studies
Educational Assessment
Educational Indicators
Educational Opportunities
Elementary school teachers
International aspects
International Association for the Evaluation of Educational Achievement (IEA)
International comparisons
International Education
International programs
International studies
Knowledge Base for Teaching
Knowledge Level
Mathematics
Mathematics Achievement
Mathematics education
Mathematics Teachers
Mathematics teaching
Methods
Michigan State University (MSU)
Preservice Teacher Education
Quality of education
Questionnaires
Research Methodology
Secondary school teachers
Studies
Study and teaching
Teacher centers
Teacher centres
Teacher Education
Teacher Education and Development Study in Mathematics (TEDS-M)
Teacher improvement
Teachers
Training
United States
Australia
United States
teacher education/development
mathematics education
international/comparative
methodology
ISSN:0022-4871, 1552-7816
Online Access:Get full text
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Summary:In 2005, the International Association for the Evaluation of Educational Achievement (IEA), Michigan State University, and the Australian Council for Educational Research took an important step in advancing the field of education by partnering to develop and implement the first international and comparative study of mathematics teacher education. The study was made possible by the substantial funding received from the National Science Foundation, the IEA, and the collaboration of 17 participating countries. The purpose of this article is to illustrate the methodology used in this major cross-national study of teacher education-the IEA Teacher Education and Development Study in Mathematics, known as TEDS-M-and to share its main findings related to the mathematical preparation of future teachers. [Author abstract]
Bibliography:Refereed article. Includes bibliographical references.
Journal of Teacher Education; v.62 n.2 p.121-137; March/April 2011
An erratum regarding authorship of this article appears on p.421 of v.62 n.4 of this journal.
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487110391807