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 language||English (US)|
|Title of host publication||Exploring the Mathematical Education of Teachers Using TEDS-M Data|
|Publisher||Springer International Publishing|
|Number of pages||14|
|State||Published - Aug 16 2018|
ASJC Scopus subject areas
- Social Sciences(all)