By Sigrid Blömeke (auth.), Sigrid Blömeke, Feng-Jui Hsieh, Gabriele Kaiser, William H. Schmidt (eds.)
This ebook bargains effects from the comparative “Teacher schooling and improvement learn – studying to coach arithmetic (TEDS-M)". performed lower than the auspices of the foreign organization for the review of academic fulfillment (IEA), greater than 23,000 arithmetic lecturers on the basic and reduce secondary degrees from sixteen nations have been demonstrated on the finish of the instructor schooling on their arithmetic and arithmetic pedagogical content material wisdom in addition to surveyed on their ideals and their possibilities to benefit. furthermore, consultant samples of instructor educators and coaching associations have been surveyed. TEDS-M analyses particularly the connection among instructor schooling guidelines, practices and results.
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Extra resources for International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn: TEDS-M Results
With behavioral and emotional problem” or “. . gifted pupils” on the one side and “Develop strategies to reflect upon the effectiveness of your teaching“ or “. . upon your professional knowledge” on the other side. The teaching methods experienced at university had to be rated on the same type of 4-point Likert scales. Again the items listed were generated so as to be the union Theoretical Framework, Study Design and Main Results of TEDS-M 29 of methods exposures across the participating countries.
While information about the extent of a possible overlap was not available, several TEDS-M countries realized that using only one subsample would lead to strongly biased estimates for this country. After an examination of the Norwegian literature on teacher training, combining TEDS-M data with publicly available evaluation data from Norway (NOKUT 2006), and having sought the opinion of experts, these countries decided to combine the two subsamples in order to present the future Norwegian teachers’ knowledge as accurately as possible.
The data were analyzed on two levels of aggregation: (1) Due to the traditional policy orientation of IEA’s large-scale assessments, TEDS-M focused on the country level. This approach stressed the overall educational effectiveness of a country, regardless of the structure of its education system. In this perspective, with regard to international competitiveness, it considered what a nation accomplishes as a whole—and differences in the structure of teacher-education systems between countries represented a function of differences in their educational policy.