Abstract
The effectiveness of teacher education was examined by taking two indicators into account (Creemers and Kyriakides, “The dynamics of educational effectiveness: a contribution to policy, practice and theory in contemporary schools”, 2008): future teachers’ mean achievement on a paper-and-pencil test as an indicator of quality and the variability of teacher achievement due to background characteristics as an indicator of equity. In detail, the effects of gender and language on mathematics content knowledge and mathematics pedagogical content knowledge were examined. The analyses were embedded in IEA’s “Teacher Education and Development Study in Mathematics” (TEDS-M) and they referred to primary teachers from 15 countries in their final year of teacher education. The study revealed significant cultural differences in the effectiveness of teacher education. Gender and language effects could be decomposed into direct and indirect effects. The latter represented a combination of differential choices of teacher education programs according to background characteristics and differential achievement of teachers from these programs. Implications for educational policy are discussed.
Adjusted version of Blömeke et al. (2011).
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Notes
- 1.
TEDS-M was funded by the International Association for the Evaluation of Educational Achievement (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 analyses prepared for this report and the views expressed are those of the authors but do not necessarily reflect the views of the IEA, the NRCs of the participating countries or the funding agencies.
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Blömeke, S., Suhl, U., Kaiser, G. (2014). Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge. 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_5
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