Description
This book reviews the Teacher Education and Development Study: Learning to Teach Mathematics, which tested 23,000 primary and secondary level math teachers from 16 countries on content knowledge and asked their opinions on beliefs and opportunities to learn. 1. Introduction: State of research, framework and design of TEDS-M: S. Blmeke, F.-J. Hsieh, G. Kaiser & W. H. Schmidt.- 2. Teacher knowledge at the end of teacher education: International perspectives.- 2.1 Teacher education effectiveness: Quality and equity of future primary teachers’ mathe-matics content and mathematics pedagogical content knowledge: S. Blmeke, U. Suhl & G. Kaiser.- 2.2 Teacher education effectiveness: Quality and equity of future lower secondary teachers’ mathematics content and mathematics pedagogical content knowledge: W. H. Schmidt et al.- 2.3 Teacher education effectiveness: Quality and equity of future primary and future lower secondary teachers’ general pedagogical knowledge: J. Knig, S. Blmeke, L. Paine, W. H. Schmidt & F.-J. Hsieh.- 2.4 In-depth analyses of different countries’ responses to MCK and MPCK items: Why did Taiwan excel? A view on the difference within and between East and West: F.-J. Hsieh et al.- 3. Teacher beliefs at the end of teacher education: International perspectives.- 3.1 The cultural notion of teacher education: Future primary teachers’ beliefs on the nature of mathematics: A. Felbrich, G. Kaiser & Ch. Schmotz.- 3.2 The cultural notion of teacher education: Future lower secondary teachers’ beliefs on the nature of mathematics, the learning of mathematics and mathematics achievement: S.-J. Tang & F.-J. Hsieh.- 3.3 The cultural notion of teacher education: Comparison of lower secondary future teachers’ and teacher educators’ beliefs: T.-Y. Wang, F.-J. Hsieh, T.-T. Yiu.- 4. Relationship of teacher knowledge and beliefs: International perspectives.- 4.1 On the relationship of future primary and lower secondary teachers’ knowledge and beliefs: W. H. Schmidt et al.- 4.2Profiles of lower secondary teachers’ knowledge and beliefs: A latent class analysis: S. Blmeke & U. Suhl.- 4.3On the relationship of tested knowledge and self-reported perception of preparedness for teaching: A fuzzy field: S. Blmeke.- 5. Opportunities to learn in teacher education: International perspectives.- 5.1 Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education: S. Blmeke & G. Kaiser.- 5.2 Homogeneity or heterogeneity? Profiles of opportunities to learn in lower secondary teacher education: W. H. Schmidt et al.- 6 Effects of OTL on teacher knowledge and beliefs: International perspectives.- 6.1What matters in primary teacher education? A comparison of background, selectivity and OTL effects on future teachers’ mathematics content and pedagogical content knowledge: S. Blmeke, U. Suhl, G. Kaiser & Dhrmann.- 6.2 What matters in lower secondary teacher education? A comparison of background, se-lectivity and OTL effects on future teachers’ content knowledge: W. H. Schmidt et al.- 6.3Does school experience matter for future teachers’ general pedagogical knowledge? J. Knig & S. Blmeke.- 7. Country studies.- 7.1 MCK and MPCK of primary and lower secondary teachers at the end of teacher education in Taiwan: Hot topics and pressing issues.- 7.2 MCK and MPCK of primary and lower secondary teachers at the end of teacher education in the USA: Hot topics and pressing issues: W. H. Schmidt et al.- 7.3 MCK and MPCK of primary and lower secondary teachers at the end of teacher educa-tion in Germany: Hot topics and pressing issues: G. Kaiser et al.- 7.4 MCK and MPCK of primary and lower secondary teachers at the end of teacher educa-tion in Singapore: Hot topics and pressing issues: K. Wong et al.- 8. Methodological reflections on the TEDS-M instruments and the nature of teacher knowledge.- 8.1 The conceptualization of MCK and MPCK in TEDS-M: Dhrmann, M., Kaiser, G. & Blmeke, S.- 8.2 Diagnosing teacher knowledge by applying multidimensional item response theory and multi-group models: S. Blmeke, R. Houang & U. Suhl.- 8.3 The conceptualization of indicators for mathematics teacher education: Hsieh, F.-J., Law, C.-K., Shy, H.-Y., Wang, T.-Y., Hsieh, C.-J., Tang, S.-J.- 9. Conclusions: What we have learned and future challenges.
