Search results for: Swaziland
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The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers’ Knowledge: A Five Country Analysis Using TEDS-M Data
This study examined the associations between teacher preparation components and the knowledge of teaching candidates based on data from the TEDS-M study. The findings reveal that the number of mathematics content courses taken has an effect on teaching candidates’ level of MCK in three countries. Specifically, the authors found that taking courses in discrete structure and logic had an effect on MCK in Chinese Taipei, Spain, and Switzerland. Furthermore, they found that taking courses in continuity and functions had an effect on MCK in Chinese Taipei, Switzerland, and the USA.
Updated: Feb. 14, 2018
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