Introduction

Exploring the mathematical education of teachers using TEDS-M data

Research output: Chapter in Book/Report/Conference proceedingForeword/postscript

Abstract

How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach? How do local and national policy environments contribute to teacher education outcomes? This chapter introduces the book to readers and invites them to explore these questions across a large number of settings. The chapter illustrates why investigating the impact of pre-service teacher education on teachers' learning outcomes is a necessary component to understanding variation in the quality of teachers who enter the field. The chapter also provides an overview of the Teacher Education and Development Study in Mathematics (TEDS-M) a cross-national study of primary and secondary mathematics teacher education sponsored by the International Association for the Evaluation of Educational Achievement (IEA), and funded by the U.S. National Science Foundation and participating countries. The book includes original work that explores new facets of the TEDS-M methodology and data, along with results and policy implications; and illustrates the challenges and possibilities in engaging in systematic research on teacher education. Because we lack models to frame research on teacher education processes and outcomes, the book seeks to provide guidance to future research in this area by outlining the methodology followed by the TEDS-M study as well as findings from secondary analyses of the rich TEDS-M database.

Original languageEnglish (US)
Title of host publicationExploring the Mathematical Education of Teachers Using TEDS-M Data
PublisherSpringer International Publishing
Pages1-14
Number of pages14
ISBN (Electronic)9783319921440
ISBN (Print)9783319921433
DOIs
StatePublished - Aug 16 2018

Fingerprint

mathematics
teacher
education
mathematics studies
methodology
learning
lack
science

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Tatto, M. (2018). Introduction: Exploring the mathematical education of teachers using TEDS-M data. In Exploring the Mathematical Education of Teachers Using TEDS-M Data (pp. 1-14). Springer International Publishing. https://doi.org/10.1007/978-3-319-92144-0_1

Introduction : Exploring the mathematical education of teachers using TEDS-M data. / Tatto, Maria.

Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing, 2018. p. 1-14.

Research output: Chapter in Book/Report/Conference proceedingForeword/postscript

Tatto, M 2018, Introduction: Exploring the mathematical education of teachers using TEDS-M data. in Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing, pp. 1-14. https://doi.org/10.1007/978-3-319-92144-0_1
Tatto M. Introduction: Exploring the mathematical education of teachers using TEDS-M data. In Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing. 2018. p. 1-14 https://doi.org/10.1007/978-3-319-92144-0_1
Tatto, Maria. / Introduction : Exploring the mathematical education of teachers using TEDS-M data. Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing, 2018. pp. 1-14
@inbook{8dad89c461404efeb092e65b86e10df7,
title = "Introduction: Exploring the mathematical education of teachers using TEDS-M data",
abstract = "How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach? How do local and national policy environments contribute to teacher education outcomes? This chapter introduces the book to readers and invites them to explore these questions across a large number of settings. The chapter illustrates why investigating the impact of pre-service teacher education on teachers' learning outcomes is a necessary component to understanding variation in the quality of teachers who enter the field. The chapter also provides an overview of the Teacher Education and Development Study in Mathematics (TEDS-M) a cross-national study of primary and secondary mathematics teacher education sponsored by the International Association for the Evaluation of Educational Achievement (IEA), and funded by the U.S. National Science Foundation and participating countries. The book includes original work that explores new facets of the TEDS-M methodology and data, along with results and policy implications; and illustrates the challenges and possibilities in engaging in systematic research on teacher education. Because we lack models to frame research on teacher education processes and outcomes, the book seeks to provide guidance to future research in this area by outlining the methodology followed by the TEDS-M study as well as findings from secondary analyses of the rich TEDS-M database.",
author = "Maria Tatto",
year = "2018",
month = "8",
day = "16",
doi = "10.1007/978-3-319-92144-0_1",
language = "English (US)",
isbn = "9783319921433",
pages = "1--14",
booktitle = "Exploring the Mathematical Education of Teachers Using TEDS-M Data",
publisher = "Springer International Publishing",

}

TY - CHAP

T1 - Introduction

T2 - Exploring the mathematical education of teachers using TEDS-M data

AU - Tatto, Maria

PY - 2018/8/16

Y1 - 2018/8/16

N2 - How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach? How do local and national policy environments contribute to teacher education outcomes? This chapter introduces the book to readers and invites them to explore these questions across a large number of settings. The chapter illustrates why investigating the impact of pre-service teacher education on teachers' learning outcomes is a necessary component to understanding variation in the quality of teachers who enter the field. The chapter also provides an overview of the Teacher Education and Development Study in Mathematics (TEDS-M) a cross-national study of primary and secondary mathematics teacher education sponsored by the International Association for the Evaluation of Educational Achievement (IEA), and funded by the U.S. National Science Foundation and participating countries. The book includes original work that explores new facets of the TEDS-M methodology and data, along with results and policy implications; and illustrates the challenges and possibilities in engaging in systematic research on teacher education. Because we lack models to frame research on teacher education processes and outcomes, the book seeks to provide guidance to future research in this area by outlining the methodology followed by the TEDS-M study as well as findings from secondary analyses of the rich TEDS-M database.

AB - How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach? How do local and national policy environments contribute to teacher education outcomes? This chapter introduces the book to readers and invites them to explore these questions across a large number of settings. The chapter illustrates why investigating the impact of pre-service teacher education on teachers' learning outcomes is a necessary component to understanding variation in the quality of teachers who enter the field. The chapter also provides an overview of the Teacher Education and Development Study in Mathematics (TEDS-M) a cross-national study of primary and secondary mathematics teacher education sponsored by the International Association for the Evaluation of Educational Achievement (IEA), and funded by the U.S. National Science Foundation and participating countries. The book includes original work that explores new facets of the TEDS-M methodology and data, along with results and policy implications; and illustrates the challenges and possibilities in engaging in systematic research on teacher education. Because we lack models to frame research on teacher education processes and outcomes, the book seeks to provide guidance to future research in this area by outlining the methodology followed by the TEDS-M study as well as findings from secondary analyses of the rich TEDS-M database.

UR - http://www.scopus.com/inward/record.url?scp=85063248104&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85063248104&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-92144-0_1

DO - 10.1007/978-3-319-92144-0_1

M3 - Foreword/postscript

SN - 9783319921433

SP - 1

EP - 14

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

PB - Springer International Publishing

ER -