International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn : TEDS-M Results / edited by Sigrid Blömeke, Feng-Jui Hsieh, Gabriele Kaiser, William H. Schmidt.

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Bibliographic Details
Uniform Title:Advances in mathematics education (Springer (Firm))
Main Author: Blömeke, Sigrid
Corporate Author: Springer-Verlag
Other Authors: Hsieh, Feng-Jui
Kaiser, Gabriele, 1967-
Schmidt, William H.
Language:English
Published: Dordrecht : Springer Netherlands : Imprint: Springer, 2014.
Series:Advances in mathematics education (Springer (Firm))
Subjects:
Education.
Mathematics.
Local Note:
MSU Faculty Book Collecltion.
Physical Description:ix, 592 pages : illustrations ; 24 cm.
Format: Book
Contents:
  • 1. Introduction: State of research, framework and design of TEDS-M: S. Blömeke, F.-J. Hsieh, G. Kaiser & W. H. Schmidt
  • 2. Teacher knowledge at the end of teacher education: International perspectives
  • 2.1 Teacher education effectiveness: Quality and equity of future primary teachers U+2019 mathematics content and mathematics pedagogical content knowledge: S. Blömeke, U. Suhl & G. Kaiser
  • 2.2 Teacher education effectiveness: Quality and equity of future lower secondary teachers U+2019 mathematics content and mathematics pedagogical content knowledge: W. H. Schmidt et al
  • 2.3 Teacher education effectiveness: Quality and equity of future primary and future lower secondary teachers U+2019 general pedagogical knowledge: J. König, S. Blömeke, L. Paine, W. H. Schmidt & F.-J. Hsieh
  • 2.4 In-depth analyses of different countries' responses to MCK and MPCK items: Why did Taiwan excel? A view on the difference within and between East and West: F.-J. Hsieh et al
  • 3. Teacher beliefs at the end of teacher education: International perspectives
  • 3.1 The cultural notion of teacher education: Future primary teachers' beliefs on the nature of mathematics: A. Felbrich, G. Kaiser & Ch. Schmotz
  • 3.2 The cultural notion of teacher education: Future lower secondary teachers' beliefs on the nature of mathematics, the learning of mathematics and mathematics achievement: S.-J. Tang & F.-J. Hsieh
  • 3.3 The cultural notion of teacher education: Comparison of lower secondary future teachers U+2019 and teacher educators U+2019 beliefs: T.-Y. Wang, F.-J. Hsieh, T.-T. Yiu
  • 4. Relationship of teacher knowledge and beliefs: International perspectives
  • 4.1 On the relationship of future primary and lower secondary teachers U+2019 knowledge and beliefs: W. H. Schmidt et al
  • 4.2 U+00a0 Profiles of lower secondary teachers U+2019 knowledge and beliefs: A latent class analysis: S. Blömeke & U. Suhl
  • 4.3 U+00a0 On the relationship of tested knowledge and self-reported perception of preparedness for teaching: A fuzzy field: S. Blömeke
  • 5. Opportunities to learn in teacher education: International perspectives
  • 5.1 Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education: S. Blömeke & G. Kaiser
  • 5.2 Homogeneity or heterogeneity? Profiles of opportunities to learn in lower secondary teacher education: W. H. Schmidt et al
  • 6 Effects of OTL on teacher knowledge and beliefs: International perspectives
  • 6.1 U+00a0 U+00a0 What matters in primary teacher education? A comparison of background, selectivity and OTL effects on future teachers U+2019 mathematics content and pedagogical content knowledge: S. Blömeke, U. Suhl, G. Kaiser & Döhrmann
  • 6.2 What matters in lower secondary teacher education? A comparison of background, selectivity and OTL effects on future teachers U+2019 content knowledge: W. H. Schmidt et al
  • 6.3 U+00a0 Does school experience matter for future teachers' general pedagogical knowledge? J. König & S. Blömeke
  • 7. Country studies
  • 7.1 MCK and MPCK of primary and lower secondary teachers at the end of teacher education in Taiwan: Hot topics and pressing issues
  • 7.2 MCK and MPCK of primary and lower secondary teachers at the end of teacher education in the USA: Hot topics and pressing issues: W. H. Schmidt et al
  • 7.3 MCK and MPCK of primary and lower secondary teachers at the end of teacher educa-tion in Germany: Hot topics and pressing issues: G. Kaiser et al
  • 7.4 MCK and MPCK of primary and lower secondary teachers at the end of teacher educa-tion in Singapore: Hot topics and pressing issues: K. Wong et al
  • 8. Methodological reflections on the TEDS-M instruments and the nature of teacher knowledge
  • 8.1 The conceptualization of MCK and MPCK in TEDS-M: Döhrmann, M., Kaiser, G. & Blömeke, S
  • 8.2 Diagnosing teacher knowledge by applying multidimensional item response theory and multi-group models: S. Blömeke, R. Houang & U. Suhl
  • 8.3 The conceptualization of indicators for mathematics teacher education: Hsieh, F.-J., Law, C.-K., Shy, H.-Y., Wang, T.-Y., Hsieh, C.-J., Tang, S.-J
  • 9. Conclusions: What we have learned and future challenges.