Future teachers' competence to plan a lesson: First results of a six-country study on the efficiency of teacher education

Sigrid Blömeke; Lynn Paine; Richard T. Houang; Feng Jui Hsieh; William H. Schmidt; M. Teresa Tatto; Kiril Bankov; Tenoch Cedilllo; Leland Cogan; Shin Il Han; Marcella Santillan; John Schwille

doi:10.1007/s11858-008-0123-y

Future teachers' competence to plan a lesson: First results of a six-country study on the efficiency of teacher education

Sigrid Blömeke^*, Lynn Paine, Richard T. Houang, Feng Jui Hsieh, William H. Schmidt, M. Teresa Tatto, Kiril Bankov, Tenoch Cedilllo, Leland Cogan, Shin Il Han, Marcella Santillan, John Schwille

^*Corresponding author for this work

Department of Mathematics

Research output: Contribution to journal › Article › peer-review

39 Citations (Scopus)

Abstract

The study "Mathematics Teaching in the 21st Century (MT21)" focuses beyond others on the measurement of teachers' general pedagogical knowledge (GPK). GPK is regarded as a latent construct embedded in a larger theory of teachers' professional competence. It is laid out how GPK was defined and operationalized. As part of an international comparison GPK was measured with several complex vignettes. In the present paper, the results of future mathematics teachers' knowledge from four countries (Germany, South Korea, Taiwan, and the US) with very different teacher-education systems are presented. Significant and relevant differences between the four countries as well as between future teachers at the beginning and at the end of teacher education were found. The results are discussed with reference to cultural discourses about teacher education.

Original language	English
Pages (from-to)	749-762
Number of pages	14
Journal	ZDM - International Journal on Mathematics Education
Volume	40
Issue number	5
DOIs	https://doi.org/10.1007/s11858-008-0123-y
Publication status	Published - 2008

ASJC Scopus subject areas

General Mathematics
Education

Access to Document

10.1007/s11858-008-0123-y

Cite this

Blömeke, S., Paine, L., Houang, R. T., Hsieh, F. J., Schmidt, W. H., Tatto, M. T., Bankov, K., Cedilllo, T., Cogan, L., Han, S. I., Santillan, M., & Schwille, J. (2008). Future teachers' competence to plan a lesson: First results of a six-country study on the efficiency of teacher education. ZDM - International Journal on Mathematics Education, 40(5), 749-762. https://doi.org/10.1007/s11858-008-0123-y

Blömeke, S, Paine, L, Houang, RT, Hsieh, FJ, Schmidt, WH, Tatto, MT, Bankov, K, Cedilllo, T, Cogan, L, Han, SI, Santillan, M & Schwille, J 2008, 'Future teachers' competence to plan a lesson: First results of a six-country study on the efficiency of teacher education', ZDM - International Journal on Mathematics Education, vol. 40, no. 5, pp. 749-762. https://doi.org/10.1007/s11858-008-0123-y

@article{108cb887b75c43bbb9b53ad65f5ee316,

title = "Future teachers' competence to plan a lesson: First results of a six-country study on the efficiency of teacher education",

abstract = "The study {"}Mathematics Teaching in the 21st Century (MT21){"} focuses beyond others on the measurement of teachers' general pedagogical knowledge (GPK). GPK is regarded as a latent construct embedded in a larger theory of teachers' professional competence. It is laid out how GPK was defined and operationalized. As part of an international comparison GPK was measured with several complex vignettes. In the present paper, the results of future mathematics teachers' knowledge from four countries (Germany, South Korea, Taiwan, and the US) with very different teacher-education systems are presented. Significant and relevant differences between the four countries as well as between future teachers at the beginning and at the end of teacher education were found. The results are discussed with reference to cultural discourses about teacher education.",

author = "Sigrid Bl{\"o}meke and Lynn Paine and Houang, {Richard T.} and Hsieh, {Feng Jui} and Schmidt, {William H.} and Tatto, {M. Teresa} and Kiril Bankov and Tenoch Cedilllo and Leland Cogan and Han, {Shin Il} and Marcella Santillan and John Schwille",

note = "Funding Information: MT21 has been funded by the National Science Foundation (NSF), REC 0231886.",

year = "2008",

doi = "10.1007/s11858-008-0123-y",

language = "English",

volume = "40",

pages = "749--762",

journal = "ZDM - International Journal on Mathematics Education",

issn = "1863-9690",

publisher = "Springer Verlag",

number = "5",

}

TY - JOUR

T1 - Future teachers' competence to plan a lesson

T2 - First results of a six-country study on the efficiency of teacher education

AU - Blömeke, Sigrid

AU - Paine, Lynn

AU - Houang, Richard T.

AU - Hsieh, Feng Jui

AU - Schmidt, William H.

AU - Tatto, M. Teresa

AU - Bankov, Kiril

AU - Cedilllo, Tenoch

AU - Cogan, Leland

AU - Han, Shin Il

AU - Santillan, Marcella

AU - Schwille, John

N1 - Funding Information: MT21 has been funded by the National Science Foundation (NSF), REC 0231886.

PY - 2008

Y1 - 2008

N2 - The study "Mathematics Teaching in the 21st Century (MT21)" focuses beyond others on the measurement of teachers' general pedagogical knowledge (GPK). GPK is regarded as a latent construct embedded in a larger theory of teachers' professional competence. It is laid out how GPK was defined and operationalized. As part of an international comparison GPK was measured with several complex vignettes. In the present paper, the results of future mathematics teachers' knowledge from four countries (Germany, South Korea, Taiwan, and the US) with very different teacher-education systems are presented. Significant and relevant differences between the four countries as well as between future teachers at the beginning and at the end of teacher education were found. The results are discussed with reference to cultural discourses about teacher education.

AB - The study "Mathematics Teaching in the 21st Century (MT21)" focuses beyond others on the measurement of teachers' general pedagogical knowledge (GPK). GPK is regarded as a latent construct embedded in a larger theory of teachers' professional competence. It is laid out how GPK was defined and operationalized. As part of an international comparison GPK was measured with several complex vignettes. In the present paper, the results of future mathematics teachers' knowledge from four countries (Germany, South Korea, Taiwan, and the US) with very different teacher-education systems are presented. Significant and relevant differences between the four countries as well as between future teachers at the beginning and at the end of teacher education were found. The results are discussed with reference to cultural discourses about teacher education.

UR - http://www.scopus.com/inward/record.url?scp=70450159575&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=70450159575&partnerID=8YFLogxK

U2 - 10.1007/s11858-008-0123-y

DO - 10.1007/s11858-008-0123-y

M3 - Article

AN - SCOPUS:70450159575

SN - 1863-9690

VL - 40

SP - 749

EP - 762

JO - ZDM - International Journal on Mathematics Education

JF - ZDM - International Journal on Mathematics Education

IS - 5

ER -

Future teachers' competence to plan a lesson: First results of a six-country study on the efficiency of teacher education

Abstract

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this