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The Preparation and Continuing Education of Mathematics Teachers in Alberta: A Status Survey and Needs Assessment. Final Report.

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Bibliographic Details
Title:	The Preparation and Continuing Education of Mathematics Teachers in Alberta: A Status Survey and Needs Assessment. Final Report.
Language:	English
Authors:	Schroeder, Thomas L., Frame, M. Louise
Peer Reviewed:	N
Page Count:	34
Publication Date:	1986
Intended Audience:	Practitioners; Policymakers
Document Type:	Reports - Research
Descriptors:	Educational Quality, Educational Research, Elementary Secondary Education, Foreign Countries, Higher Education, Mathematics Education, Mathematics Teachers, Needs Assessment, Preservice Teacher Education, Professional Development, Surveys, Teacher Education, Teacher Qualifications
Geographic Terms:	Canada
Abstract:	Concerns about the quality of education, teachers, the curriculum, instructional materials, and teachers' professional developments led to the commissioning of a survey of mathematics teachers in Alberta, Canada. Stratified random samples of 100 elementary schools and 100 secondary schools were drawn. In elementary schools all teachers were asked to respond; in secondary schools, all teachers teaching mathematics were asked to respond. Principals responded to a third questionnaire. Responses were received from 137 principals, 477 elementary teachers, and 241 secondary teachers. Recommended qualifications for teachers of mathematics were summarized using reports of professional organizations and the three universities with teacher education programs in the province. Only one university had a university level mathematics requirement for elementary teachers; all three had clearly defined majors and minors in mathematics for secondary teachers. Data on the following were then presented and discussed: school characteristics, teachers' personal characteristics; teachers' preservice education, teachers' in-service education, teachers' membership in professional organizations, teachers' opinions about support for mathematics teaching, and principals' and teachers' identification of needs. The concluding comment noted that broad academic backgrounds, a full range of supporting materials and services, and wide involvement in professional organizations have not yet been achieved. Appendices contain the questionnaire forms. (MNS)
Entry Date:	1987
Accession Number:	ED276566
Database:	ERIC

Description
Abstract:	Concerns about the quality of education, teachers, the curriculum, instructional materials, and teachers' professional developments led to the commissioning of a survey of mathematics teachers in Alberta, Canada. Stratified random samples of 100 elementary schools and 100 secondary schools were drawn. In elementary schools all teachers were asked to respond; in secondary schools, all teachers teaching mathematics were asked to respond. Principals responded to a third questionnaire. Responses were received from 137 principals, 477 elementary teachers, and 241 secondary teachers. Recommended qualifications for teachers of mathematics were summarized using reports of professional organizations and the three universities with teacher education programs in the province. Only one university had a university level mathematics requirement for elementary teachers; all three had clearly defined majors and minors in mathematics for secondary teachers. Data on the following were then presented and discussed: school characteristics, teachers' personal characteristics; teachers' preservice education, teachers' in-service education, teachers' membership in professional organizations, teachers' opinions about support for mathematics teaching, and principals' and teachers' identification of needs. The concluding comment noted that broad academic backgrounds, a full range of supporting materials and services, and wide involvement in professional organizations have not yet been achieved. Appendices contain the questionnaire forms. (MNS)