Teacher Education Matters: A Study of Middle School Mathematics Teacher Preparation in Six Countries

Overview

Based on a major international teacher education research project-the Mathematics Teaching in the 21st Century Study (MT21)-this book investigates the preservice preparation of middle school mathematics teachers in the United States, South Korea, Taiwan, Germany, Bulgaria, and Mexico. The study was funded by the National Science Foundation and the participating countries.

William Schmidt (co-author of the influential TIMSS study on student test results in science and math) and ...

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Overview

Based on a major international teacher education research project-the Mathematics Teaching in the 21st Century Study (MT21)-this book investigates the preservice preparation of middle school mathematics teachers in the United States, South Korea, Taiwan, Germany, Bulgaria, and Mexico. The study was funded by the National Science Foundation and the participating countries.

William Schmidt (co-author of the influential TIMSS study on student test results in science and math) and Maria Teresa Tatto (director of the Teacher Education and Development study, or TEDS-M) led a collaborative team of international researchers in this study. Using the results of more than 2,500 surveys, the authors examine the differential contribution of the six countries' teacher-education models to the knowledge, skills, and dispositions of their future mathematics teachers. Case studies and detailed analyses of the teacher education curriculum across the participating countries provide rich contextual information to explain the survey findings.

This study is the first to examine the resource allocation and economic support in teacher education vis-à-vis other mathematics-related professions, and it shows that differential investment patterns are consistent with the level of teaching knowledge found in each country's new teachers. The book includes a chapter on policy implications, with a special focus on teacher preparation in the United States.

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Product Details

  • ISBN-13: 9780807751626
  • Publisher: Teachers College Press
  • Publication date: 1/2/2011
  • Pages: 352
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.90 (d)

Table of Contents

Preface ix

Acknowledgments xi

1 Teaching Middle School Mathematics in Six Countries 1

A Middle School Mathematics Teacher in Bulgaria Nedjalka Dimitrova 2

A Middle School Mathematics Teacher in Germany Lukas Becker 5

A Middle School Mathematics Teacher in Mexico Javier Lopez 8

A Middle School Mathematics Teacher in South Korea Eun-Young Choe 10

A Middle School Mathematics Teacher in Taiwan Fong Wang 12

A Middle School Mathematics Teacher in the United States Judy Brazil 15

2 System Snapshots: K-12 Schooling, Teachers' Roles, and Teacher Preparation 19

Bulgaria 20

Germany 22

Mexico 27

South Korea 31

Taiwan 34

United States 39

Who Chooses to Become a Middle School Mathematics Teacher and Why 42

What Future Middle School Teachers Will be Expected to Teach 47

What Future Teachers Bring to their Teacher Preparation Programs 55

3 What we Studied and How we did it 58

Theoretical Framework 59

Study Design 68

4 What are the Components of Teacher Education? What Opportunities are Offered, and what do Future Teachers Take? 76

How Much Time is Available for Teacher Preparation? 78

What Amount of Coursework did Future Teachers Take? 81

Mathematics Course-Taking 85

Formal Mathematics Pedagogy 93

General Pedagogy 100

Practice-Related Opportunities 104

How do all these Opportunities Fit Together? 114

Some General Conclusions 121

5 What do Future Teachers Know? 123

Assessing Future Teacher Competencies 123

Formal Mathematics Knowledge 126

Mathematics Pedagogical Knowledge 133

What is Mathematics Pedagogical Knowledge? 139

6 Measuring and Characterizing the General Pedagogical Knowledge of Future Teachers 143

Theoretical Framework 143

Methods 150

Lesson Planning 153

Social Class and the Achievement Gap 158

Assessing Students 162

Summary 164

7 What do Future Teachers Believe about Teaching, Learning, and Mathematics? 166

Epistemological Beliefs about the Nature of Mathematics and how to Gain Mathematical Knowledge 167

Epistemological Beliefs about the Nature of Schooling and Teaching 181

Summary and Conclusions 187

8 How Might we Expect Future Teachers to Teach? 188

Classroom Management 189

Instructional Organization 194

Instructional Activities Specifically Around Mathematics 206

A Typology of Instructional Activities 208

Summary 211

9 Using Cohort Comparisons to Explore how Future Teachers Change during Teacher Preparation: Difficulties, Findings, and Hypotheses 212

What to Look for and Where 215

Cohort Comparisons at the Institutional Level 218

Cohort Comparisons at the Country Level 223

Summary 227

10 The Role of Opportunity to Learn in Teacher Preparation 228

Research Related to Teacher Preparation 228

Modeling the Relationship Between OTL and Teacher Competencies 229

Relationship of OTL to Future Teacher Competencies-Knowledge 230

Relationship of OTL to Future Teacher Competencies-Beliefs 239

Summary 254

11 The Cost of Teacher Preparation 257

Country Spending on Teacher Preparation 259

The High School Advantage 264

The Recruitment of High Mathematics Ability Students into Teaching 268

An Approximation of Cost-Effectiveness of Teacher Education 273

Summary 275

12 Concluding Thoughts and Some Hypotheses 280

Notes 293

References 301

About the Authors 317

Index 323

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