Profiles of Opportunities to Learn for Teds-M Future Secondary Mathematics Teachers

Wang, Ting Ying; Tang, Shu Jyh

doi:10.1007/s10763-013-9421-0

Cited by 11 publications

(8 citation statements)

References 15 publications

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“…Differences in teachers' opportunities to learn general pedagogy during teacher education may further explain the differences between German and Chinese teachers. As reported in the TEDS-M study, German pre-service secondary mathematics teachers have more opportunities to study educational psychology, philosophy of education, theories of schooling, and knowledge of teaching than their Taiwanese counterparts (Wang & Tang, 2013). Similarly, according to the standard program of teacher education in China, pre-service mathematics teachers in China only have opportunities to attend two courses related to general pedagogical knowledge: namely, general pedagogy and psychology.…”

Section: Differences On Pedagogy-related Professional Noticing (P_pid)mentioning

confidence: 99%

“…Similarly, as argued earlier, the differences of opportunities to acquire MCK and MPCK provided during teacher education may first contribute to the differences of teachers' mathematics insturction-related professional noticing. Wang and Tang (2013) report that German pre-service secondary mathematics teachers have fewer opportunities to learn advanced mathematical topics and school-level mathematics as pre-service teachers coming from a Confucian culture like Taiwan and Singapore. Overall, pre-service mathematics teachers in Mainland China also need to learn advanced mathematics and attend several courses at school level mathematics.…”

Section: Differences On Mathematics Instruction-related Professional mentioning

confidence: 99%

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Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China

Yang

Kaiser

König

et al. 2018

Int J of Sci and Math Educ

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Research on teacher noticing in the field of mathematics education research has increased in the last decade; however, only a few studies have investigated the social and cultural impact on teachers' noticing. This paper describes results of an international comparative study on (inservice) mathematics teachers' professional noticing in China and Germany, representing Eastern and Western cultures. In this study, 203 teachers in China and 118 teachers in Germany participated in a video-based assessment of their professional noticing, i.e. perception, interpretation, and decision-making competencies. Item response theory (IRT) and differential item functioning (DIF) were employed for data analysis. Findings of the study revealed that German teachers performed significantly better than Chinese teachers on noticing aspects related to general pedagogy; in contrast, Chinese teachers outperformed their German counterparts on noticing aspects connected to mathematics instruction. Further DIF detection analysis found that German mathematics teachers demonstrated particular strengths in "perception" as a sub-facet of noticing; in contrast, Chinese teachers tended to demonstrate strength in "analyzing and decision making" as other sub-facets of noticing. These findings suggest that societal and cultural factors, such as different philosophical paradigms, traditions of teacher education, and teaching and mathematics curriculum traditions are main influencing factors on teachers' professional noticing.

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Section: Differences On Pedagogy-related Professional Noticing (P_pid)mentioning

confidence: 99%

Section: Differences On Mathematics Instruction-related Professional mentioning

confidence: 99%

Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China

Yang

Kaiser

König

et al. 2018

Int J of Sci and Math Educ

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“…In consider the OTL profiles of primary teacher education in TEDS-M countries Blömeke and Kaiser (2014) have recognised that there is no common core curriculum in TEDS-M countries, whether in mathematics pedagogy, general pedagogy or in mathematics as a subject. This has been partially confirmed at the secondary level by Wang and Tang (2013), who have shown that programmes focus either on comprehensive coverage of TEDS-M topics or on OTL related to school practice.…”

Section: The National Perspectivementioning

confidence: 82%

Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions

Werler

Tahirsylaj

2020

European Journal of Teacher Education

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Teacher education is of vital importance for what teachers are capable to do for their pupils, but little is known about student teachers' pedagogical knowledge. The Didaktik and the curriculum traditions are two main education approaches underpinning formal schooling and teacher education programmes (TEPs) in the Western world. The main difference between the two traditions lies in the content and objectives of teacher education, which are either theoretical or action-oriented. Two questions are addressed quantitatively: How do teacher education programmes and their outcomes vary across Didaktik and curriculum traditions? How do opportunities to learn and beliefs about teaching methods affect mathematical content knowledge (MCK) and mathematical pedagogical content knowledge (MPCK) scores? Empirical data from the Teacher Education and Development Study in Mathematics (TEDS-M) are used, with samples from Norway, Germany, Switzerland, and the US. The study offers alternative explanations for variations of TEPs' outcomes within the Western world.

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“…The term Opportunity to Learn (OTL) was first used by Carroll (1963) to clarify the "allowed time to study", it was identified as a learning success factor during an educational program. The concept of OTL was introduced about half a century ago by the First International Mathematics Survey conducted by the International Association for the Evaluation of Educational Achievement (IEA) (Ting-Ying Wang, & Shu-Jyh Tang, 2013). The concept of OTL is usually used in evaluating the effectiveness of a teacher education program.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Modelling Opportunities to Learn, Mathematical Belief and Knowledge for Teaching among Pre-service Teachers

Rahman

Zamri

2019

EURASIA J MATH SCI T

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Issues about low level of mathematical knowledge for teaching among pre-service teachers has raised the question on the effectiveness of the mathematics teacher education program which has been planned and implemented by the Malaysian Institute of Teacher Education (MITE). This study was conducted to identify factors that affect mathematical knowledge for teaching (MKT) among pre-service teachers in Institute of Teacher Education (ITE). The influence of mathematical belief and opportunity to learn (OTL) have been tested to explain the factors affecting MKT. Using a structured questionnaire together with paper and pencil test adapted from the literature reviewed, data were collected from 105 pre-service teachers in MITE. Data were analysed using SmartPLS version 3.0. The result of the structural equation model indicated that OTL-Practicum (β=0.491, p<0.001) and OTL-Program (β=0.368, p<0.001) has a positive relationship with mathematical knowledge for teaching. Besides that, the result for the impact of OTL on mathematical belief, it showed that OTL-Practicum (β=0.208, p<0.001) and OTL-Program (β=0.243, p<0.001) has a positive relationship with constructivist belief, whereas OTL-Program was negatively related to traditional belief (β=-0.283, p<0.001). Overall, the model explained 53.9% of the variance in mathematical knowledge for teaching. Implications from these findings to the ITE were further elaborated.

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Profiles of Opportunities to Learn for Teds-M Future Secondary Mathematics Teachers

Cited by 11 publications

References 15 publications

Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China

Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China

Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions

Modelling Opportunities to Learn, Mathematical Belief and Knowledge for Teaching among Pre-service Teachers

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