The Role of Subject-Matter Content in Teacher Preparation: An International Perspective for Mathematics
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| Title: | The Role of Subject-Matter Content in Teacher Preparation: An International Perspective for Mathematics |
|---|---|
| Language: | English |
| Authors: | Schmidt, William H., Burroughs, Nathan A., Cogan, Leland S., Houang, Richard T. |
| Source: | Journal of Curriculum Studies. 2017 49(2):111-131. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Teacher Education, International Education, Educational Policy, Comparative Analysis, Teacher Education Programs, Mathematics Instruction, Teacher Surveys, Elementary Secondary Education, Mathematics Teachers, Elementary School Teachers, Secondary School Teachers, Achievement Tests, International Assessment, Mathematics Tests, Foreign Countries, Mathematics Achievement, Science Tests, Science Achievement, Preservice Teachers |
| Assessment and Survey Identifiers: | Trends in International Mathematics and Science Study |
| DOI: | 10.1080/00220272.2016.1153153 |
| ISSN: | 0022-0272 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 37 |
| Entry Date: | 2017 |
| Accession Number: | EJ1132575 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 0022-0272 |
| DOI: | 10.1080/00220272.2016.1153153 |
