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Theoretical Framework, Study Design and Main Results of TEDS-M

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International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

The comparative “Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M)”, carried out under the supervision of the International Association for the Evaluation of Educational Achievement (IEA), provided the opportunity to examine the outcomes of teacher education in terms of teacher knowledge and teacher beliefs both across countries and specifically with respect to mathematics for the first time. This chapter describes the conceptual framework that guided TEDS-M and its study design. The instruments used to measure teacher knowledge and beliefs as well as opportunities to learn (OTL) are described. In addition, core descriptive results, previously only published in German (see Blömeke et al. “Cross-national comparison of the professional competency of and learning opportunities for future primary school teachers”, 2010a; “Cross-national comparison of the professional competency of and learning opportunities for future secondary school teachers of mathematics”, 2010b (in German)), are described. These results serve as the basis for the other chapters in this monograph. It turns out that teacher education institutions structure their provision of OTL in a way that is consistent with their particular philosophy of what teachers need to know and be able to do. The need to strengthen teachers’ content knowledge is one of the dominant ideas that has guided reform efforts in many countries over the past 20 years. The results of TEDS-M which are reported in this chapter are therefore crucial for policymakers. In addition, international comparisons provide benchmarks for national teacher education systems. Countries that do better in TEDS-M may have more effective teacher training programs than countries at the bottom end of the ranking.

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Notes

  1. 1.

    TEDS-M was funded by the IEA, the National Science Foundation (REC 0514431) and the participating countries. In Germany, the German Research Foundation funded TEDS-M (DFG, BL 548/3-1). The instruments are copyrighted by the TEDS-M International Study Center at MSU (ISC). The views expressed in this chapter are those of the authors and do not necessarily reflect the views of the IEA, the ISC, the participating countries or the funding agencies.

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Authors and Affiliations

  1. Humboldt University of Berlin, Berlin, Germany

    S. Blömeke

  2. University of Hamburg, Hamburg, Germany

    G. Kaiser

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  1. S. Blömeke
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  2. G. Kaiser
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Correspondence to S. Blömeke .

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Editors and Affiliations

  1. Humboldt-Universität zu Berlin Syst. Didaktik & Unterrichtsforschung, Berlin, Germany

    Sigrid Blömeke

  2. National Taiwan Normal University Department of Mathematics, Taipei, T´ai-pei, Taiwan

    Feng-Jui Hsieh

  3. Inst. Didaktik der Mathematik, Universität Hamburg FB Erziehungswissenschaft, Hamburg, Germany

    Gabriele Kaiser

  4. Michigan State University College of Education, East Lansing, Michigan, USA

    William H. Schmidt

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Blömeke, S., Kaiser, G. (2014). Theoretical Framework, Study Design and Main Results of TEDS-M. In: Blömeke, S., Hsieh, FJ., Kaiser, G., Schmidt, W. (eds) International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6437-8_2

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