Mathematics teacher education quality in TEDS-M: Globalizing the views of future teachers and teacher educators

Feng Jui Hsieh, Chiu Keung Law, Haw Yaw Shy, Ting Ying Wang, Chia Jui Hsieh, Shu Jyh Tang

研究成果: Article同行評審

20 引文 斯高帕斯(Scopus)

摘要

The Teacher Education and Development Study in Mathematics, sponsored by the International Association for the Evaluation of Educational Achievement, is the first data-based study about mathematics teacher education with large-scale samples; this article is based on its data but develops a stand-alone conceptual framework to investigate the quality of teacher education among various countries. The framework includes five indicators: future teacher achievement, instructor effectiveness, coherence between universities and schools, courses/content arrangement, and overall effectiveness of teacher education programs. One of the findings provides indications that it is necessary to combine theoretical knowledge with practical teaching into teacher education; another finding is that for all countries involved, future teachers are less approving of the courses/content arrangement of teacher education programs than are program educators, thus perhaps lowering educators' motivation to improve the arrangement. The data also indicate that there is a high degree of synchronization and organization in teacher education programs in the United States; however, these programs still require further development and promotion of their future teachers' knowledge achievements.

原文English
頁(從 - 到)172-187
頁數16
期刊Journal of Teacher Education
62
發行號2
DOIs
出版狀態Published - 2011 三月

All Science Journal Classification (ASJC) codes

  • Education

指紋 深入研究「Mathematics teacher education quality in TEDS-M: Globalizing the views of future teachers and teacher educators」主題。共同形成了獨特的指紋。

引用此