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Teacher Education and Development Study in Mathematics (TEDS-M)

Africa; Arab States; Asia and the Pacific; Europe and North America; Latin America and the Caribbean; Botswana; Canada; Chile; China; Georgia; Germany; Malaysia; Norway; Oman; Philippines; Poland; Russia; Singapore; Spain; Switzerland; Thailand; United States of America

General informationReport
Goal 6. Quality education
Teacher evaluation; Educational evaluation
Summary

The IEA Teacher Education and Development Study in Mathematics (TEDS-M) was an international comparative study of primary and secondary mathematics teacher education. TEDS-M examined how different countries have prepared their teachers to teach mathematics in primary and lower-secondary school.

The key research questions focused on the relationships between teacher education policies, institutional practices, and future teachers' mathematics and pedagogy knowledge at the end of their preservice education. The study gathered information on various characteristics of teacher education institutions, programs, and curricula; the opportunities to learn within these contexts; and future teachers' knowledge and beliefs about mathematics and learning mathematics. The main data collection was carried out in 2007–2008.

A small study linked to TEDS-M compared the salaries of primary and secondary mathematics teachers with those of individuals in other mathematics-oriented professions, and investigated the relationship between what mathematics teachers were paid and student performance on international mathematics tests.

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