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

Afrique; Amérique latine et Caraïbes; Asie-Pacifique; Etats arabes; Europe et Amérique du Nord; Allemagne; Botswana; Canada; Chili; Chine; Espagne; États-Unis d'Amérique; Géorgie; Malaisie; Norvège; Oman; Philippines; Pologne; Russie; Singapour; Suisse; Thaïlande

Informations généralesRapport
Objectif 6. Education de qualité
Evaluation de l'enseignant; Evaluation de l'éducation
Résumé

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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