Abstract
The Teacher Education and Development Study in Mathematics, sponsored by the International Association for the Evaluation of Educational Achievement, is the first data-based study about mathematics teacher education with large-scale samples; this article is based on its data but develops a stand-alone conceptual framework to investigate the quality of teacher education among various countries. The framework includes five indicators: future teacher achievement, instructor effectiveness, coherence between universities and schools, courses/content arrangement, and overall effectiveness of teacher education programs. One of the findings provides indications that it is necessary to combine theoretical knowledge with practical teaching into teacher education; another finding is that for all countries involved, future teachers are less approving of the courses/content arrangement of teacher education programs than are program educators, thus perhaps lowering educators’ motivation to improve the arrangement. The data also indicate that there is a high degree of synchronization and organization in teacher education programs in the United States; however, these programs still require further development and promotion of their future teachers’ knowledge achievements.
This paper is an adjusted version of Hsieh et al. (2011).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Levels are indistinguishable from Germany’s data. Thus, when comparing data of educators with the levels distinguished, the data of all educators are used for Germany.
- 2.
This study uses the newest release of data sets TEDS_MS_NRC-USE_IDB_20091209_v30 for national research coordinators from the international Teacher Education and Development Study in Mathematics.
- 3.
None of the countries persistently stayed in the middle range, but Germany and the United States stayed frequently in the middle range, each having three means in between ±0.25 standard deviations from the international means.
- 4.
Spearman’s rank correlation analyses were chosen because of the small number of countries sampled in this study.
- 5.
For the six countries in concern, at the primary level, the top-three countries, in order, were the United States, Singapore, and the Russian Federation. For the lower secondary level, the United States remained the first, but the second and third countries exchanged positions. For both levels, Taiwan, Switzerland, and Germany were sequentially ranked. The rating scores of the United States and those of the countries ranked third or lower at both levels were significantly different.
- 6.
At the lower secondary level, only the United States had significant correlation coefficients for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK), 0.22 and 0.23, respectively. At the primary level, Germany had significant correlation coefficients for MCK and MPCK, 0.37 and 0.33, respectively.
References
Abell Foundation (2001). Teacher certification reconsidered: stumbling for quality. Baltimore: Author. http://www.abell.org/pubsitems/ed_cert_1101.pdf.
Allen, M. (2003). Eight questions on teacher preparation: what does the research say? Denver: Education Commission of the States. http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED479051.
Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1). http://www.citejournal.org/vol9/iss1/general/article2.cfm.
Bates, A., Ramirez, L., & Drits, D. (2009). Connecting university supervision and critical reflection: Mentoring and modeling. Teacher Educator, 44(2), 90–112.
Clark, D. (1992). Search for a more effective future. In H. Gideonse (Ed.), Teacher education policy: narratives, stories, and cases (pp. 269–295). Albany: SUNY Press.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–50.
Ducharme, E. R., & Ducharme, M. K. (1999). Teacher educators and teachers: The needs for excellence and spunk. In R. A. Roth (Ed.), The role of the university in the preparation of teachers (pp. 41–58). London: Falmer.
Enochsson, A. (2010). ICT in initial teacher training: Sweden country report (OECD document). http://www.oecd.org/dataoecd/43/15/45046846.pdf.
Ferguson, R. (1998). Can schools narrow the Black–White test score gap? In C. Jencks & M. Phillips (Eds.), The Black–White test score gap (pp. 318–374). Washington: Brookings Institution.
Ferrini-Mundy, J., Floden, R., McCrory, R., Burrill, G., & Sandow, D. (2005). AÂ conceptual framework for knowledge for teaching school algebra. East Lansing: Authors.
Fetler, M. (1999). High school staff characteristics and mathematics test results. Education Policy Analysis Archives, 7(9). http://epaa.asu.edu/ojs/article/viewFile/544/667.
Florida State Department of Education (1983). Improving the quality of teacher education in Florida: report and recommendations of the joint legislative and executive task force for teacher education quality improvement. Tallahassee: Author.
Foraker, W. C. (1999). The educational structure of the German school system. In H. Stevenson, S. Lee, & R. Nerison-Low (Eds.), Contemporary research in the United States, Germany, and Japan on five educational issues: Structure of the education system, standards of education, the role of school in adolescents’ lives, individual differences among students, and teachers’ lives (pp. 151–313). Washington: US Department of Education.
Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality. http://ncctq.learningpt.org/publications/LinkBetweenTQandStudentOutcomes.pdf.
Goldhaber, D., & Anthony, E. (2004). Can teacher quality be effectively assessed? http://www.urban.org/publications/410958.html.
Goldhaber, D., & Brewer, D. (1997). Evaluating the effect of teacher degree level on educational performance. In W. Fowler (Ed.), Developments in school finance (pp. 197–210). Washington: US Department of Education/National Center for Education Statistics.
Goldhaber, D., & Brewer, D. (2000). Does teacher certification matter? High school certification status and student achievement. Educational Evaluation and Policy Analysis, 22(2), 129–145.
Hill, H. C., Sleep, L., Lewis, J. M., & Ball, D. L. (2007). Assessing teachers’ mathematical knowledge: What knowledge matters and what evidence counts? In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 111–155). Charlotte: Information Age.
Howey, K. (1995). Tomorrow’s schools of education. East Lansing: Holmes Group.
Hsieh, F.-J., Wang, T.-Y., Hsieh, C.-J., Tang, S.-J., Chao, G.-H., Law, C.-K., et al. (2010). A milestone of an international study in Taiwan teacher education—an international comparison of Taiwan mathematics teacher (Taiwan TEDS-M, 2008). http://tedsm.math.ntnu.edu.tw/eng/result.htm.
Hsieh, F.-J., Law, C.-K., Shy, H.-Y., Wang, T.-Y., Hsieh, C.-J., & Tang, S.-J. (2011). Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators. Journal of Teacher Education, 62, 172–187.
Ingvarson, L., Beavis, A., & Kleinhenz, E. (2007). Factors affecting the impact of teacher education courses on teacher preparedness: Implications for accreditation policy. European Journal of Teacher Education, 30(4), 351–381.
Judge, H., Lemosse, M., Paine, L., & Sedlak, M. (1994). Oxford Studies in Comparative Education: Vol. 4. The university and the teachers: France, the United States, and England. Oxford: Symposium Books.
Kaplan, L. S., & Owings, W. A. (2001). Teacher quality and student achievement: Recommendations for principals. NASSP Bulletin, 85(628), 64–73.
National Center for Education Statistics (1999). Teacher quality: a report on the preparation and qualifications of public school teachers (NCES 1999-080). Washington: US Department of Education/Office of Education Research and Improvement. http://nces.ed.gov/pubs99/1999080.pdf.
National Center for Education Statistics (2003). Teaching mathematics in seven countries results from the TIMSS 1999 video study (NCES 2003-013). Washington: US Department of Education. http://nces.ed.gov/pubs2003/2003013.pdf.
National Center for Education Statistics (2009). Trends in International Mathematics and Science Study (TIMSS). http://nces.ed.gov/timss/video.asp.
National Research Council (2010). Preparing teachers: building evidence for sound policy. Washington: National Academies Press (Committee on the Study of Teacher Preparation Programs in the United States, Division of Behavioral and Social Sciences and Education). http://www.nap.edu/catalog.php?record_id=12882.
Organisation for Economic Co-operation and Development (2007). OECD Programme for International Student Assessment (PISA). http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html.
Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.
Rice, J. K. (2003). Teacher quality Understanding the effectiveness of teacher attributes. Washington: Economic Policy Institute.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): conceptual framework. East Lansing: Michigan State University Press.
Tatto, M. T., Schwille, J., Senk, S., Rodriguez, M., Bankov, K., Reckase, M. D., et al. (2009). Teacher Education Study in Mathematics (TEDS-M): technical summary. East Lansing: Michigan State University Press.
Wang, J., Spalding, E., Odell, S., Klecka, C., & Lin, E. (2010). Bold ideas for improving teacher education and teaching: What we see, hear, and think. Journal of Teacher Education, 61(1–2), 3–15.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Hsieh, FJ., Law, CK., Shy, HY., Wang, TY., Hsieh, CJ., Tang, SJ. (2014). A Conceptualization of Indicators for Mathematics Teacher Education Quality for International Studies. In: Blömeke, S., Hsieh, FJ., Kaiser, G., Schmidt, W. (eds) International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6437-8_21
Download citation
DOI: https://doi.org/10.1007/978-94-007-6437-8_21
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-6436-1
Online ISBN: 978-94-007-6437-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)