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International perspectives on teacher knowledge, beliefs and opportunities to learn : TEDS-M results

著者: Sigrid Blömeke
出版: Dordrecht : Springer, [2013?] ©2014
シリーズ: Advances in mathematics education
エディション/フォーマット:   電子書籍 : Document : Englishすべてのエディションとフォーマットを見る
データベース:WorldCat
概要:
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),  続きを読む
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ジャンル/形式: Electronic books
資料の種類: Document, インターネット資料
ドキュメントの種類: インターネットリソース, コンピューターファイル
すべての著者/寄与者: Sigrid Blömeke
ISBN: 9789400764378 9400764375
OCLC No.: 859199762
注記: Includes index.
物理形態: 1 online resource (ix, 592 pages) : illustrations.
コンテンツ: Part I. Introduction --
Part II. Knowledge at the end of teacher education: international perspectives --
Part III. Beliefs at the end of teacher education: international perspectives --
Part IV. Does teacher education matter? --
Part V. Assessment challenges with respect to teacher knowledge --
Part VI. Conclusions: what we have learned and future challenges.
シリーズタイトル: Advances in mathematics education
責任者: Sigrid Blömeke, Feng-Jui Hsieh, Gabriele Kaiser, William H. Schmidt, editors.

概要:

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.

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