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World Class Standards for Preparing Teachers of Mathematics. Working Paper #37

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Bibliographic Details
Title: World Class Standards for Preparing Teachers of Mathematics. Working Paper #37
Language: English
Authors: Schmidt, William, Burroughs, Nathan, Cogan, Leland, Michigan State University, Education Policy Center
Source: Education Policy Center at Michigan State University. 2013.
Availability: Education Policy Center. Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; e-mail: EPC@msu.edu; Web site: http://education.msu.edu/epc
Peer Reviewed: N
Page Count: 17
Publication Date: 2013
Document Type: Reports - Evaluative
Education Level: Higher Education
Descriptors: Mathematics Education, Teacher Education Curriculum, Middle School Teachers, Elementary School Teachers, Learning Experience, Comparative Education, Comparative Analysis, Preservice Teachers, Preservice Teacher Education, Benchmarking, Outcomes of Education, Followup Studies, National Surveys, Teacher Employment, Pedagogical Content Knowledge, Teaching Skills, Readiness, Teacher Competencies, Foreign Countries
Abstract: International comparatives studies in education provide a fresh perspective on K-12 education policy be enabling countries to learn from each other's approaches. The recently conducted Teacher Education and Development Study-Mathematics (TEDS-M) provided us with a world-wide lens to examine some of our practices related to the preparation of U.S. teachers of mathematics for elementary and middle school students. More specifically, by looking at the top performing teacher preparation programs internationally we found a comment set of learning experiences. These empirically derived standards can be used to examine the quality of the preparation of future U.S. teachers in various university and college programs. Analyses based on the TEDS and TEDS follow-up studies indicate considerable variation in the rigor of U.S. teacher preparation programs (especially for middle school), and that the coursework of future teachers can have a significant impact on their preparation to teach mathematics. [The work in this paper was jointly supported by the Center for the Study of Curriculum and the Education Policy Center.]
Abstractor: As Provided
Number of References: 31
Entry Date: 2013
Accession Number: ED558128
Database: ERIC
Description
Abstract:International comparatives studies in education provide a fresh perspective on K-12 education policy be enabling countries to learn from each other's approaches. The recently conducted Teacher Education and Development Study-Mathematics (TEDS-M) provided us with a world-wide lens to examine some of our practices related to the preparation of U.S. teachers of mathematics for elementary and middle school students. More specifically, by looking at the top performing teacher preparation programs internationally we found a comment set of learning experiences. These empirically derived standards can be used to examine the quality of the preparation of future U.S. teachers in various university and college programs. Analyses based on the TEDS and TEDS follow-up studies indicate considerable variation in the rigor of U.S. teacher preparation programs (especially for middle school), and that the coursework of future teachers can have a significant impact on their preparation to teach mathematics. [The work in this paper was jointly supported by the Center for the Study of Curriculum and the Education Policy Center.]