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

著者: Sigrid Blömeke
出版商: Dordrecht : Springer, [2013?] ©2014
丛书: Advances in mathematics education
版本/格式:   电子图书 : 文献 : 英语查看所有的版本和格式
数据库:WorldCat
提要:
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),  再读一些...
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类型/形式: Electronic books
材料类型: 文献, 互联网资源
文件类型: 互联网资源, 计算机文档
所有的著者/提供者: Sigrid Blömeke
ISBN: 9789400764378 9400764375
OCLC号码: 859199762
注意: Includes index.
描述: 1 online resource (ix, 592 pages) : illustrations.
内容: 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.
丛书名: Advances in mathematics education
责任: Sigrid Blömeke, Feng-Jui Hsieh, Gabriele Kaiser, William H. Schmidt, editors.

摘要:

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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