Education Commons^™

Policy, Practice, And Readiness To Teach Primary And Secondary Mathematics In 17 Countries: Findings From The Iea Teacher Education And Development Study In Mathematics (Teds-M), Teresa Tatto, Jack Schwille, Sharon Senk, Lawrence Ingvarson, Ray Peck, Glenn Rowley

Ray Peck

The IEA Teacher Education and Development Study in Mathematics (TEDS-M 2008) was a comparative study of primary and secondary mathematics teacher education. It examined how different countries prepared teachers to teach mathematics in primary and lower-secondary schools.

TEDS-M paid particular attention to links between teacher education policies, practices, and outcomes. TEDS-M asked several key research questions:

• What is the national policy context for mathematics teacher education?

• What are the main characteristics of mathematics teacher education programs, and how do they vary across countries?

• What is the level of mathematics and related teaching knowledge acquired by prospective primary …

An Analysis Of Teacher Education Context, Structure, And Quality- Assurance Arrangements In Teds-M Countries : Findings From The Iea Teacher Education And Development Study In Mathematics (Teds-M), Lawrence Ingvarson, John Schwille, Sharon Senk, Glenn Rowley, Ray Peck, Maria Tatto

Ray Peck

The present report is a companion report to the TEDS-M publication Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M) written by Tatto et al., (2012). That report presented findings about the nature and content of teacher education programs in the 17 participating countries, as well as the mathematical knowledge and pedagogical knowledge of graduates from those programs. The present report focuses on reporting data gathered at the national level and placing those findings in context. When interpreting the findings presented in the aforementioned …