Kudos
Kunnskapsdokumenter i offentlig sektor

Studie

Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M)

As an international non-profit research organization, the International Association for the Evaluation of Educational Achievement (IEA) has, over the past 50 years, conducted a large number of studies which focus on the outcomes of schooling in key subjectmatter areas at important educational transition points. These studies have provided powerful insights into the home- and school-based factors implicated in learning outcomes at the school level. However, IEA has not focused undivided attention on what is arguably the key element of successful learning—teachers. The IEA Teacher Education and Development Study Mathematics (TEDS-M) is a step toward remedying that situation. TEDS-M represents the first large-scale, international comparative study of the preparation of primary and lower-secondary (specifically, mathematics) teachers. IEA considers TEDS-M a landmark study in terms of its examination, within both national and international contexts, of country-level policies relating to the preparation of future teachers of mathematics. The authors of this report look closely at how these policies are played out in the participating countries’ varied teacher education programs and instructional practices, and speculate on the implications of these programs and practices for student learning in schools. They also suggest how TEDS-M might contribute to ongoing research into teacher education.