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Assessment of Teacher Knowledge Across Countries: A Review of the State of Research

  • Chapter
International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

This review presents an overview of research on the assessment of mathematics teachers’ knowledge as one of the most important parameters of the quality of mathematics teaching in school. Its focus is on comparative and international studies that allow for analyzing the cultural dimensions of teacher knowledge. First, important conceptual frameworks underlying comparative studies of mathematics teachers’ knowledge are summarized. Then, key instruments designed to assess the content knowledge and pedagogical content knowledge of future and practicing mathematics teachers in different countries are described. Core results from comparative and international studies are documented, including what we know about factors influencing the development of teacher knowledge and how the knowledge is related to teacher performance and student achievement. Finally, we discuss the challenges connected to cross-country assessments of teacher knowledge and we point to future research prospects.

Originally published in ZDM—The International Journal of Mathematics Education (adjusted version for the purpose of this book).

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Notes

  1. 1.

    We highly appreciate the support of the reviewers who pointed to work relevant for the purpose of our paper. Only due to their efforts were we able to include conceptual frameworks and research from all continents.

  2. 2.

    We confined our review to articles that were written in the English language.

  3. 3.

    TEDS-M was funded by the IEA, the National Science Foundation (REC 0514431), and the participating countries. In Germany, the German Research Foundation funded TEDS-M (DFG, BL 548/3-1). The instruments are copyrighted by the International Study Center at Michigan State University (ISC). The views expressed in this paper are those of the authors and do not necessarily reflect the views of the IEA, the ISC, the participating countries, or the funding agencies.

  4. 4.

    From here on, we focus on the state of research on teacher knowledge that is related to mathematics. This topic is already highly complex in a comparative context and covering pre-service and in-service teachers. General pedagogical knowledge, beliefs, motivation, and self-regulation have thus to be neglected although they are also highly important for teaching (for results on the future teacher’s belief and their relationship to knowledge see, e.g., Blömeke et al. 2012b).

  5. 5.

    The participation rates in four countries on the primary level (Chile, Norway, Poland, and the USA) and five countries on the lower secondary level (Chile, Georgia, Norway, Poland, and the USA) did not fully meet the required benchmarks. Their results are therefore reported in an annotated way. In Poland, Switzerland, and the USA the coverage of the target population was reduced and in Norway the sample composition did not fully meet the TEDS-M definition of the target population. In the USA, a substantial proportion of missing values was observed. The results of these countries are reported in an annotated way as well. Canada had to be excluded from the study because the country missed the benchmarks to a serious extent.

  6. 6.

    Botswana is an exception here with r=0.18.

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Authors and Affiliations

  1. Humboldt-Universität zu Berlin, Berlin, Germany

    Sigrid Blömeke

  2. Marino Institute of Education, Dublin, Ireland

    Séan Delaney

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  1. Sigrid Blömeke
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  2. Séan Delaney
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Correspondence to Sigrid Blömeke .

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Editors and Affiliations

  1. Humboldt-Universität zu Berlin Syst. Didaktik & Unterrichtsforschung, Berlin, Germany

    Sigrid Blömeke

  2. National Taiwan Normal University Department of Mathematics, Taipei, T´ai-pei, Taiwan

    Feng-Jui Hsieh

  3. Inst. Didaktik der Mathematik, Universität Hamburg FB Erziehungswissenschaft, Hamburg, Germany

    Gabriele Kaiser

  4. Michigan State University College of Education, East Lansing, Michigan, USA

    William H. Schmidt

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Blömeke, S., Delaney, S. (2014). Assessment of Teacher Knowledge Across Countries: A Review of the State of Research. 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_25

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