Citation

The role Of pre-service teacher education in the acquisition of mathematics knowledge for teaching: A missing construct in the concept of teacher quality

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Abstract:

Using data from the Teacher Education Study in Mathematics or TEDS-M this paper will model the effects of teacher education and of future teachers’ individual characteristics across and within countries on performance in the TEDS-M assessments of teaching knowledge. After examining the findings the paper makes the argument that teacher education programs’ opportunities to learn as they are implemented in different contexts need to be explored more deeply as they represent a “missing construct in the development of high quality teachers”. The paper examines country-cases in which pre-service teacher education has been able to produce highly knowledgeable teachers capitalizing in the opportunities to learn that seem to exert a powerful influence on future teachers’ mathematics knowledge for teaching above and beyond individual characteristics. In some cases such as the case of public teacher education institutions in the USA however individual characteristics of future teachers such as previous preparation, gender, and socioeconomic background seem to have a stronger effect than teacher education program arrangements. The presentation will conclude with a discussion of the implications of these findings in the context of recent calls for rigorous curriculum standards and teaching quality and suggest future research directions based on what we have learned from TEDS-M.
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Association:
Name: 56th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p557160_index.html
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MLA Citation:

Tatto, Maria. "The role Of pre-service teacher education in the acquisition of mathematics knowledge for teaching: A missing construct in the concept of teacher quality" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, <Not Available>. 2014-12-12 <http://citation.allacademic.com/meta/p557160_index.html>

APA Citation:

Tatto, M. T. "The role Of pre-service teacher education in the acquisition of mathematics knowledge for teaching: A missing construct in the concept of teacher quality" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico <Not Available>. 2014-12-12 from http://citation.allacademic.com/meta/p557160_index.html

Publication Type: Panel Paper
Abstract: Using data from the Teacher Education Study in Mathematics or TEDS-M this paper will model the effects of teacher education and of future teachers’ individual characteristics across and within countries on performance in the TEDS-M assessments of teaching knowledge. After examining the findings the paper makes the argument that teacher education programs’ opportunities to learn as they are implemented in different contexts need to be explored more deeply as they represent a “missing construct in the development of high quality teachers”. The paper examines country-cases in which pre-service teacher education has been able to produce highly knowledgeable teachers capitalizing in the opportunities to learn that seem to exert a powerful influence on future teachers’ mathematics knowledge for teaching above and beyond individual characteristics. In some cases such as the case of public teacher education institutions in the USA however individual characteristics of future teachers such as previous preparation, gender, and socioeconomic background seem to have a stronger effect than teacher education program arrangements. The presentation will conclude with a discussion of the implications of these findings in the context of recent calls for rigorous curriculum standards and teaching quality and suggest future research directions based on what we have learned from TEDS-M.


Similar Titles:
Mathematics Teacher Educators’ Difficulty in Assessing Pre-Service Teachers’ Mathematical Knowledge

Pre-service secondary mathematics teachers’ educational experiences related to reform-oriented practices of teaching mathematics

Pre-Service Mathematics Teachers’ Content Training: Perceptions and “Transformation” of Mathematics Knowledge for Student Teaching

53. Mathematical Knowledge for Teaching: The Cases of Two Pre-Service Teachers with Engineering Backgrounds


 
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