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TEDS-M: Teacher education and development study in mathematics: An international comparative study of mathematics pre-service education
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Research Brief;12-002
This international comparative study examined the training of future primary and lower secondary Mathematics teachers in 17 countries and assessed their Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK) and beliefs about mathematics teaching. Altogether 380 primary student teachers, 393 secondary student teachers, and 77 educators at the National Institute of Education (NIE) participated in this study on November 2007 and May/June 2008. Singapore and Chinese Taipei had the highest requirements for Mathematics before entry into teacher education. NIE student teachers ranked among the top countries in their MCK and MPCK, but were relatively weak in certain topics compared to some other countries. They considered NIE programmes to be effective in preparing them to teach Mathematics, but certain learning experiences could be strengthened. Most of them held commendable reasons for becoming teachers. About 20% of first-career student teachers indicated that they may not consider teaching as their lifetime career.
This brief was based on the project OER 07/11 BKL:ISecondary Analyses of Teacher Education and Development Study in Mathematics (TEDS-M)
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