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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

27 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)749-762
頁數14
期刊ZDM - International Journal on Mathematics Education
40
發行號5
DOIs
出版狀態已發佈 - 2008

ASJC Scopus subject areas

  • 數學(全部)
  • 教育

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