Search results for: Philippines
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The present article set out to examine the issue of whether opportunity to learn (OTL) was related to mathematics and mathematics pedagogy knowledge for future middle school mathematics teachers and for future elementary teachers who will likely teach mathematics. The authors used data from 81 randomly sampled U.S. public and private institutions as well as international data from top-achieving countries. The results showed major differences in course taking between the A+ countries and the United States, especially for lower secondary preparation programs.
Updated: Jan. 01, 2014
Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge
This article examined across 15 countries to what extent primary teacher education can be regarded as effective and the possible reasons for inequity. The effectiveness of teacher education was examined by taking two indicators into account: 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. The authors conclude that none of the TEDS-M countries was successful on both indicators of teacher education effectiveness with respect to background characteristics, gender, and language. Singapore and Taiwan may be regarded as the most effective teacher education systems, with high achievement and gender equity on MPCK and high achievement and language.
Updated: Dec. 25, 2013
Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries
This article examines the effectiveness of teacher education programs from fifteen countries with respect to mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) as cognitive outcomes after equalizing their teacher intake. Data from the comparative TEDS-M study revealed that the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of primary teachers differed significantly at the end of teacher education between the participating countries and between teacher education programs within countries.
Updated: Oct. 29, 2013
The current paper examines the impact of implementing module‐based professional development for teachers (MBPDT) in the Philippines. Findings revealed that the experimental group of teachers had greater professional content knowledge compared with the control group after five weeks of implementing MBPDT. However, the experiment did not yield significant effects on the teachers’ commitment levels or on their pupils’ mathematics proficiency levels.
Updated: Aug. 28, 2012
Filipino Pre-service Education Students' Preconceptions of Teacher Roles Viewed through a Metaphorical Lens
A study of 125 teacher education students from the Philippines examined their ideas on what a teacher is, through metaphorical images constructed by the students. The images were listed, tallied, analyzed and categorized to explore meaningful patterns and themes. Results show preconceptions in knowledge source, direction-setter, character-formatter, change agent and learner.
Updated: Jan. 09, 2008