International perspectives on teacher knowledge, beliefs and opportunities to learn : TEDS-M Results
著者
書誌事項
International perspectives on teacher knowledge, beliefs and opportunities to learn : TEDS-M Results
(Advances in mathematics education / editors, Gabriele Kaiser, Bharath Sriraman)
Springer, c2014
大学図書館所蔵 全8件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
内容説明・目次
内容説明
This book reviews the Teacher Education and Development Study: Learning to Teach Mathematics, which tested 23,000 primary and secondary level math teachers from 16 countries on content knowledge and asked their opinions on beliefs and opportunities to learn.
目次
1. Introduction: State of research, framework and design of TEDS-M: S. Bloemeke, 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' mathe-matics content and mathematics pedagogical content knowledge: S. Bloemeke, U. Suhl & G. Kaiser.- 2.2 Teacher education effectiveness: Quality and equity of future lower secondary teachers' 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' general pedagogical knowledge: J. Koenig, S. Bloemeke, 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' and teacher educators' 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' knowledge and beliefs: W. H. Schmidt et al.- 4.2 Profiles of lower secondary teachers' knowledge and beliefs: A latent class analysis: S. Bloemeke & U. Suhl.- 4.3 On the relationship of tested knowledge and self-reported perception of preparedness for teaching: A fuzzy field: S. Bloemeke.- 5. Opportunities to learn in teacher education: International perspectives.- 5.1 Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education: S. Bloemeke & 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 What matters in primary teacher education? A comparison of background, selectivity and OTL effects on future teachers' mathematics content and pedagogical content knowledge: S. Bloemeke, U. Suhl, G. Kaiser & Doehrmann.- 6.2 What matters in lower secondary teacher education? A comparison of background, se-lectivity and OTL effects on future teachers' content knowledge: W. H. Schmidt et al.- 6.3 Does school experience matter for future teachers' general pedagogical knowledge? J. Koenig & S. Bloemeke.- 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: Doehrmann, M., Kaiser, G. & Bloemeke, S.- 8.2 Diagnosing teacher knowledge by applying multidimensional item response theory and multi-group models: S. Bloemeke, 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.
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