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Framing the Enterprise: Benefits and Challenges of International Studies on Teacher Knowledge and Teacher Beliefs—Modeling Missing Links

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International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn

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

Abstract

This book presents a collection of the most important papers that examined—based on data from the “Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M)”—the outcomes of mathematics teacher education in terms of knowledge and beliefs, the relationship between opportunities to learn (OTL) during teacher education and outcomes, as well as the relationship between the future teachers’ background and teacher education outcomes. As an introduction, in this chapter the challenges of taking on an enterprise like TEDS-M are discussed. Firstly, the value-added of international studies and their methodological limits are reflected. Second, different approaches to examine teacher education outcomes over time and across countries are presented. In a third step, missing links on the continuum of teacher learning from teacher education through induction up to continuous professional development are modeled. Thus, the state of research on teacher knowledge and teacher beliefs is summarized in a new way. Finally, the practical relevance of studies such as TEDS-M is demonstrated by using their instruments as tools for learning during teacher education. The objective of these four parts is to frame the book by placing its results in the broader context.

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Notes

  1. 1.

    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 views expressed in this book are those of the authors and do not necessarily reflect the views of the IEA, the participating countries or the funding agencies.

  2. 2.

    Based on Blömeke and Paine (2008).

  3. 3.

    Based on Blömeke and Delaney (2012).

  4. 4.

    Based on Felbrich et al. 2008.

  5. 5.

    Based on Blömeke and Paine (2009), Paine and Schwille (2010).

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Authors and Affiliations

  1. Humboldt University of Berlin, 10099, Berlin, Germany

    Sigrid Blömeke

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  1. 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. (2014). Framing the Enterprise: Benefits and Challenges of International Studies on Teacher Knowledge and Teacher Beliefs—Modeling Missing Links. 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_1

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