International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Russian Federation
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6 items
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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.
Published: 2011
Updated: Jan. 01, 2014
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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.
Published: 2011
Updated: Dec. 25, 2013
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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.
Published: 2012
Updated: Oct. 29, 2013
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This article seeks to explore teacher education quality in terms of effectiveness among various countries. This study shows that future teachers report that they benefit from both academic and school-based instructors in every participating country. Data indicate that United States have well-organized programs and the most synchronized teaching in TEPs at both the lower secondary and primary levels.
Published: 2011
Updated: Feb. 18, 2013
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This article describes a blended in-service arrangement which was designed to support Russian science teachers from rural schools in the integration of technology. The purpose of the study was to determine the impact of the blended approach on science teacher learning, classroom impact and student affective outcomes. The results indicate that the blended in-service arrangement as developed in this study was a promising approach in supporting Russian rural school teachers with the integration of technology.
Published: 2010
Updated: May. 30, 2011
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The aim of this article was to investigate the impact of international exchange and training programs on pedagogical practices of Russian school teachers and administrators and to find out how participants of international programs apply, implement, and transfer their experiences. Data was collected through personal interviews, observations, and materials. Participants expanded on pedagogical practices, their cultural sensitivity, and influenced their interpersonal relations in schools, their professional growth, and social status.
Published: 2008
Updated: Nov. 23, 2008