The role of subject-matter content in teacher preparation: an international perspective for mathematics.
Saved in:
| Title: | The role of subject-matter content in teacher preparation: an international perspective for mathematics. |
|---|---|
| Authors: | Schmidt, William H.1 (AUTHOR) bschmidt@msu.edu, Burroughs, Nathan A.2 (AUTHOR), Cogan, Leland S.2 (AUTHOR), Houang, Richard T.2 (AUTHOR) |
| Source: | Journal of Curriculum Studies. Apr2017, Vol. 49 Issue 2, p111-131. 21p. 1 Diagram, 10 Charts. |
| Subject Terms: | *Mathematics education, *Teacher education, *Education policy, *College students, *Higher education |
| Company/Entity: | Organisation for Economic Co-operation & Development |
| Abstract: | International comparative studies in education provide a fresh perspective on K-12 education policy by enabling countries to learn from each other's approaches. The recently conducted Teacher Education and Development Study-Mathematics provides a worldwide lens by which to examine the role of subject-matter in the preparation of US teachers of mathematics for primary and lower secondary students. More specifically, a previous study looking at the international top-performing teacher preparation programmes identified a common set of learning experiences (topics/content) related to mathematics. This empirically derived international benchmark is used in this paper to examine the quality of the mathematics preparation of future US teachers in various university and college programmes. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | International comparative studies in education provide a fresh perspective on K-12 education policy by enabling countries to learn from each other's approaches. The recently conducted Teacher Education and Development Study-Mathematics provides a worldwide lens by which to examine the role of subject-matter in the preparation of US teachers of mathematics for primary and lower secondary students. More specifically, a previous study looking at the international top-performing teacher preparation programmes identified a common set of learning experiences (topics/content) related to mathematics. This empirically derived international benchmark is used in this paper to examine the quality of the mathematics preparation of future US teachers in various university and college programmes. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00220272 |
| DOI: | 10.1080/00220272.2016.1153153 |
