Mathematics teacher education quality in TEDS-M: Globalizing the views of future teachers and teacher educators

Feng Jui Hsieh*, Chiu Keung Law, Haw Yaw Shy, Ting Ying Wang, Chia Jui Hsieh, Shu Jyh Tang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

24 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)172-187
Number of pages16
JournalJournal of Teacher Education
Issue number2
Publication statusPublished - 2011


  • international education/studies
  • mathematics education
  • school/teacher effectiveness
  • teacher education/development

ASJC Scopus subject areas

  • Education


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