Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge

Blömeke, Sigrid; Suhl, Ute; Kaiser, Gabriele

doi:10.1177/0022487110386798

Cited by 147 publications

(50 citation statements)

References 14 publications

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“…Thus the increase in intrinsic teaching motivations effected by in-school OTL can be regarded as part of future teachers' professional development. Presuming that it is one of the goals of initial teacher education to foster preservice teachers' motivational development, an increase in intrinsic motivation for teaching as a career can be interpreted as evidence for teacher education effectiveness (Blömeke, Suhl, & Kaiser, 2011). This is even strengthened when taking into account that research on teacher motivation has identified teachers' intrinsic motivation positively contributes to a teacher's performance in class and other outcomes (Kunter & Holzberger, 2014).…”

Section: Discussionmentioning

confidence: 99%

Comparing the Change of Teaching Motivations among Preservice Teachers in Austria, Germany, and Switzerland: Do In-school Learning Opportunities Matter?

König

Rothland²,

Tachtsoglou³

et al. 2016

IJHE

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In this study, we examine the hypothesis that preservice teachers' teaching motivations change during the first two years of their teacher preparation. A sample of 1,779 student teachers with two time points from Austria, Germany, and Switzerland is used. Findings show that student teachers' intrinsic motivation increases, whereas their extrinsic motivation being more distal to initial teacher education does not change. Against our expectations, their altruistic-type motivation (e.g., the motivation to work with children/adolescents) tends to deteriorate. The change of teaching motivations is influenced by in-school opportunities to learn (teaching practice activities, support by school mentors) and it is more practically relevant in a teacher education context where practical training is given high priority (Austria, Switzerland) compared with a context that heavily focuses on theoretical study (Germany). We discuss implications for teacher education from a comparative perspective and give an outlook for possible future research.

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Section: Discussionmentioning

confidence: 99%

Comparing the Change of Teaching Motivations among Preservice Teachers in Austria, Germany, and Switzerland: Do In-school Learning Opportunities Matter?

König

Rothland²,

Tachtsoglou³

et al. 2016

IJHE

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“…Perhaps the most interesting part of the TEDS-M study was the exploration of the differences between future teachers' Mathematics content knowledge and Mathematics pedagogical content knowledge in TEDS-M countries, since in the meantime a lot of research has been published explaining these results (e.g. Blömeke, Hsieh et al, 2011;König et al, 2011;Suhl & Kaiser, 2011;Qian & Youngs, 2016).…”

Section: Teacher Education and Development Study In Mathematics (Teds-m)mentioning

confidence: 99%

How Education Affects Mathematics Teachers' Knowledge: Unpacking Selected Aspects of Teacher Knowledge

Koponen

Asikainen

Viholainen

et al. 2017

EURASIA J MATH SCI T

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It is no surprise that all mathematics teacher education programs attempt to increase future teachers' knowledge, since teachers' knowledge has an effect not only on their teaching but also on their students' achievements. However, measuring the relationship between teachers' knowledge and their education is overly demanding. In this study we unpacked a selection of aspects of Mathematical Knowledge for Teaching (MKT) and created a 72-item survey that would measure teacher educators' and graduated teachers' perceptions of what graduated teachers have learned well or less well during teacher education. The data were collected under the auspices of the University of Eastern Finland. The results show that the teacher educators (N=18) and graduated teachers (N=101) who participated have developed rather similar perceptions of what graduated mathematics teachers learn well or poorly during their teacher education. According to the results, Subject matter knowledge and Pedagogical content knowledge receive similar emphases in the teacher education program, but certain fields of teacher knowledge, such as Common content knowledge, receive a greater emphasis than others. The approach described here provides a simple way of investigating this demanding phenomenon, and hence the limitations and the possibilities of the study will be discussed in detail.

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“…Scientific studies on the effectiveness of teacher education and the corresponding professionalization efforts exist in the field of general (e.g. Baumert and Kunter 2006;Blömeke et al 2008;Blömeke et al 2011) and vocational (Bouley et al 2015) education. Within the current scientific literature, the professionalization standards are often the starting point for measuring competencies.…”

Section: Research-based Training Of Vet-educatorsmentioning

confidence: 99%

Prospective educators as consumers of empirical research: an authentic assessment approach to make their competencies visible

Wiethe-Körprich¹,

Bley²

2017

Empirical Res Voc Ed Train

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Educators in vocational education and training (VET) should act as consumers of empirical researchUndertaking empirical research stimulates profitable innovation (Egeln et al. 2002). Natural scientists, for instance, have long taken it for granted that they should base their practical actions on current scientific research. In the healthcare sector, for example, hardly anybody wants to be treated by a doctor who refers to outdated research findings (Jahed et al. 2012). In many professions it is now common that practitioners are obliged to know about the latest relevant research results. Educators too have to be familiar with principles of empirical research in so far as they are able to reflect and to Abstract Background: Educators today have to be able to make current empirical research results usable for everyday practice. Consequently, there are increasing endeavors to develop and assess competencies in consuming empirical research (CCER) on an academic level. However, problems with regard to recruiting and motivating test participants-rooted in the prevalence of low-stakes testing conditions-could limit confidence in the validity of the findings. The current study presents a structure and proficiency level modeling for CCER under high-stakes conditions. Method:The sample comprises N = 155 bachelor students of Human Resource Education and Management. The assessment design of the 26 items complied with demanding standards for designing tests (such as Evidence-Centered Design and authenticity). Results:The results are as follows: (1) We were able to confirm our expected structural model which consists of two dimensions ('conceptual competencies' and 'statistical competencies') instead of one overarching dimension. (2) The test items are of a high quality. (3) Three levels of CCER could be defined according to two task characteristics (cognitive processes and complexity) which explain nearly 100% of the prospective educators' CCER abilities. Conclusion:The results of the study show that we succeeded in designing a reliable and valid test instrument for assessing (prospective) VET-educators' competencies in consuming empirical research. Keywords: High-stakes testing, Item-response-theory, Research competenciesOpen Access © The Author(s) 2017. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Wiethe-Körprich and Bley Empirical Res Voc Ed Train (2017) Page 2 of 26 Wiethe- Körprich and Bley Empirical Res Voc Ed Train (2017) 9:8 critically question the findings of scientific research. Correspondingly, it has been suggested that evidence-based practice should prompt educational professionals to be aware of recent advances in their area of work (Darling-Hammond and Bransford 2...

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Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge

Cited by 147 publications

References 14 publications

Comparing the Change of Teaching Motivations among Preservice Teachers in Austria, Germany, and Switzerland: Do In-school Learning Opportunities Matter?

Comparing the Change of Teaching Motivations among Preservice Teachers in Austria, Germany, and Switzerland: Do In-school Learning Opportunities Matter?

How Education Affects Mathematics Teachers' Knowledge: Unpacking Selected Aspects of Teacher Knowledge

Prospective educators as consumers of empirical research: an authentic assessment approach to make their competencies visible

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