Introduction

Exploring future teacher characteristics, knowledge, beliefs and opportunities to learn in the TEDS-M study

Maria Tatto, Wendy M. Smith

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter provides an introduction to Part II of the book, which focuses on the future teachers that participated in the Teacher Education and Development Study in Mathematics (TEDS-M), a cross-national study of teacher education programs that prepare future primary and secondary mathematics teachers. The study collected data from 13,871 future primary teachers and 8,207 future secondary teachers through a novice teacher questionnaire (NTQ), and from assessments of mathematics knowledge (MCK) and mathematics pedagogical content knowledge (MPCK). The chapter includes a brief overview of the characteristics of the future teachers, the methods of data collection, and the challenges encountered when administering the questionnaire and the assessments. The data on background characteristics includes age, gender, previous career, highest level of education reached before teacher education, and highest level of mathematics reached before teacher education. The assessments measured future teachers' abilities to demonstrate key learning outcomes of teacher education programs, including their knowledge (mathematical content knowledge and mathematical pedagogical content knowledge) and beliefs (about the nature of mathematics, the nature of teaching mathematics, the nature of learning mathematics, self-efficacy, and preparedness to teach). Standing between the characteristics of future teachers and their learning outcomes are the characteristics of teacher education programs, which include the opportunities to learn that they afford future teachers. The chapters explore how key opportunities to learn offered by teacher education programs influence future teachers' knowledge and beliefs. The first six chapters focus on future primary teachers, whereas the last two chapters include the study of future secondary teachers.

Original languageEnglish (US)
Title of host publicationExploring the Mathematical Education of Teachers Using TEDS-M Data
PublisherSpringer International Publishing
Pages195-204
Number of pages10
ISBN (Electronic)9783319921440
ISBN (Print)9783319921433
DOIs
StatePublished - Aug 16 2018

Fingerprint

mathematics studies
teacher
education
mathematics
learning

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Tatto, M., & Smith, W. M. (2018). Introduction: Exploring future teacher characteristics, knowledge, beliefs and opportunities to learn in the TEDS-M study. In Exploring the Mathematical Education of Teachers Using TEDS-M Data (pp. 195-204). Springer International Publishing. https://doi.org/10.1007/978-3-319-92144-0_7

Introduction : Exploring future teacher characteristics, knowledge, beliefs and opportunities to learn in the TEDS-M study. / Tatto, Maria; Smith, Wendy M.

Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing, 2018. p. 195-204.

Research output: Chapter in Book/Report/Conference proceedingChapter

Tatto, M & Smith, WM 2018, Introduction: Exploring future teacher characteristics, knowledge, beliefs and opportunities to learn in the TEDS-M study. in Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing, pp. 195-204. https://doi.org/10.1007/978-3-319-92144-0_7
Tatto M, Smith WM. Introduction: Exploring future teacher characteristics, knowledge, beliefs and opportunities to learn in the TEDS-M study. In Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing. 2018. p. 195-204 https://doi.org/10.1007/978-3-319-92144-0_7
Tatto, Maria ; Smith, Wendy M. / Introduction : Exploring future teacher characteristics, knowledge, beliefs and opportunities to learn in the TEDS-M study. Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing, 2018. pp. 195-204
@inbook{8e4c91a695b24490a10bf14136aa6f1d,
title = "Introduction: Exploring future teacher characteristics, knowledge, beliefs and opportunities to learn in the TEDS-M study",
abstract = "This chapter provides an introduction to Part II of the book, which focuses on the future teachers that participated in the Teacher Education and Development Study in Mathematics (TEDS-M), a cross-national study of teacher education programs that prepare future primary and secondary mathematics teachers. The study collected data from 13,871 future primary teachers and 8,207 future secondary teachers through a novice teacher questionnaire (NTQ), and from assessments of mathematics knowledge (MCK) and mathematics pedagogical content knowledge (MPCK). The chapter includes a brief overview of the characteristics of the future teachers, the methods of data collection, and the challenges encountered when administering the questionnaire and the assessments. The data on background characteristics includes age, gender, previous career, highest level of education reached before teacher education, and highest level of mathematics reached before teacher education. The assessments measured future teachers' abilities to demonstrate key learning outcomes of teacher education programs, including their knowledge (mathematical content knowledge and mathematical pedagogical content knowledge) and beliefs (about the nature of mathematics, the nature of teaching mathematics, the nature of learning mathematics, self-efficacy, and preparedness to teach). Standing between the characteristics of future teachers and their learning outcomes are the characteristics of teacher education programs, which include the opportunities to learn that they afford future teachers. The chapters explore how key opportunities to learn offered by teacher education programs influence future teachers' knowledge and beliefs. The first six chapters focus on future primary teachers, whereas the last two chapters include the study of future secondary teachers.",
author = "Maria Tatto and Smith, {Wendy M.}",
year = "2018",
month = "8",
day = "16",
doi = "10.1007/978-3-319-92144-0_7",
language = "English (US)",
isbn = "9783319921433",
pages = "195--204",
booktitle = "Exploring the Mathematical Education of Teachers Using TEDS-M Data",
publisher = "Springer International Publishing",

}

TY - CHAP

T1 - Introduction

T2 - Exploring future teacher characteristics, knowledge, beliefs and opportunities to learn in the TEDS-M study

AU - Tatto, Maria

AU - Smith, Wendy M.

PY - 2018/8/16

Y1 - 2018/8/16

N2 - This chapter provides an introduction to Part II of the book, which focuses on the future teachers that participated in the Teacher Education and Development Study in Mathematics (TEDS-M), a cross-national study of teacher education programs that prepare future primary and secondary mathematics teachers. The study collected data from 13,871 future primary teachers and 8,207 future secondary teachers through a novice teacher questionnaire (NTQ), and from assessments of mathematics knowledge (MCK) and mathematics pedagogical content knowledge (MPCK). The chapter includes a brief overview of the characteristics of the future teachers, the methods of data collection, and the challenges encountered when administering the questionnaire and the assessments. The data on background characteristics includes age, gender, previous career, highest level of education reached before teacher education, and highest level of mathematics reached before teacher education. The assessments measured future teachers' abilities to demonstrate key learning outcomes of teacher education programs, including their knowledge (mathematical content knowledge and mathematical pedagogical content knowledge) and beliefs (about the nature of mathematics, the nature of teaching mathematics, the nature of learning mathematics, self-efficacy, and preparedness to teach). Standing between the characteristics of future teachers and their learning outcomes are the characteristics of teacher education programs, which include the opportunities to learn that they afford future teachers. The chapters explore how key opportunities to learn offered by teacher education programs influence future teachers' knowledge and beliefs. The first six chapters focus on future primary teachers, whereas the last two chapters include the study of future secondary teachers.

AB - This chapter provides an introduction to Part II of the book, which focuses on the future teachers that participated in the Teacher Education and Development Study in Mathematics (TEDS-M), a cross-national study of teacher education programs that prepare future primary and secondary mathematics teachers. The study collected data from 13,871 future primary teachers and 8,207 future secondary teachers through a novice teacher questionnaire (NTQ), and from assessments of mathematics knowledge (MCK) and mathematics pedagogical content knowledge (MPCK). The chapter includes a brief overview of the characteristics of the future teachers, the methods of data collection, and the challenges encountered when administering the questionnaire and the assessments. The data on background characteristics includes age, gender, previous career, highest level of education reached before teacher education, and highest level of mathematics reached before teacher education. The assessments measured future teachers' abilities to demonstrate key learning outcomes of teacher education programs, including their knowledge (mathematical content knowledge and mathematical pedagogical content knowledge) and beliefs (about the nature of mathematics, the nature of teaching mathematics, the nature of learning mathematics, self-efficacy, and preparedness to teach). Standing between the characteristics of future teachers and their learning outcomes are the characteristics of teacher education programs, which include the opportunities to learn that they afford future teachers. The chapters explore how key opportunities to learn offered by teacher education programs influence future teachers' knowledge and beliefs. The first six chapters focus on future primary teachers, whereas the last two chapters include the study of future secondary teachers.

UR - http://www.scopus.com/inward/record.url?scp=85063248283&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85063248283&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-92144-0_7

DO - 10.1007/978-3-319-92144-0_7

M3 - Chapter

SN - 9783319921433

SP - 195

EP - 204

BT - Exploring the Mathematical Education of Teachers Using TEDS-M Data

PB - Springer International Publishing

ER -