TEDS-M Encyclopedia - A Guide to Teacher Education Context, Structure, and Quality Assurance in 17 Countries

Oct 13, 2026

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TEDS-M Encyclopedia provides a broad interpretive framework for findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). It explains how countries’ political, historical, and cultural contexts shape mathematics teacher education policy and practice, and describes the structure, institutions, programs, field experiences, and quality-assurance arrangements in 17 countries. The volume contextualizes 2008 survey data on future teachers and teacher educators, highlighting differences in knowledge, pedagogy, and beliefs about enquiry-based learning.

LanguageEnglish

CategoryGeneral

FormatPDF

Pages282

Reading Time1 h 39 min

AccessFree to download

Foreword

International study background and scope

Teacher education context and interpretation

Key findings across participating countries

TEDS-M Encyclopedia A Guide to Teacher Education Context, Structure, and Quality Assurance in 17 Countries Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M) Edited by John Schwille, Lawrence Ingvarson, and Richard Holdgreve-Resendez TEDS-M Encyclopedia A Guide to Teacher Education Context, Structure, and Quality Assurance in 17 Countries Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M) Edited by John Schwille, Lawrence Ingvarson, and Richard Holdgreve-Resendez Michigan State University Australian Council for Educational Research Copyright © 2013 International Association for the Evaluation of Educational Achievement (IEA) All rights reserved. No part of the publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrostatic, magnetic tape, mechanical, photocopying, recoding, or otherwise without permission in writing from the copyright holder. ISBN/EAN: 978-90-79549-22-1 Copies of TEDS-M 2008 Encyclopedia: A Guide to Teacher Education Context, Structure, and Quality Assurance in the Seventeen TEDS-M 2008 Countries can be obtained from: IEA Secretariat Herengracht 487 1017 BT Amsterdam, the Netherlands Telephone: +31 20 625 3625 Fax: + 31 20 420 7136 [Email: Department@IEA.nl](Email: Department@IEA.nl) [Website: www.iea.nl](Website: www.iea.nl) Copyedited by Paula Wagemaker Editorial Services, Oturehua, Central Otago, New Zealand Design and production by Becky Bliss Design and Production, Wellington, New Zealand Printed by MultiCopy Netherlands b.v. Foreword The IEA Teacher Education and Development Study in Mathematics (TEDS-M) is the ﬁrst large-scale international study of the preparation of primary and lower-secondary teachers. The study investigated the pedagogical and subject-speciﬁc knowledge that future primary and lower secondary school teachers acquire during their mathematics teacher education. It also examined variations in teacher education programs within and across countries. TEDS-M gathered data in 2008 from approximately 22,000 future teachers from 750 programs in about 500 teacher education institutions in 17 countries. Teaching staff within these programs (close to 5,000 mathematics and general pedagogy educators) were also surveyed. The TEDS-M study was carried out by the International Association for the Evaluation of Educational Achievement (IEA), an independent, international cooperative of national research agencies. For over 50 years, the association has conducted largescale comparative studies of educational achievement and reported on key aspects of education systems and processes. TEDS-M identiﬁed striking differences across the participating countries in the knowledge that future teachers have of school mathematics and how to teach it. The study also showed that, in almost all countries, the majority of future teachers see mathematics as a process of enquiry that is best learned through active student involvement. This belief was held most widely by future teachers with relatively greater knowledge of mathematics content and pedagogy. They also believed that teachers can inﬂuence students’ capacity to achieve in mathematics. These conclusions are just a few of those drawn from the results presented in the ﬁrst TEDS-M report, which focused on data pertaining to the future teachers and was published in 2012. This TEDS-M encyclopedia presents a broader context within which the data collected from future teachers and their educators can be understood and interpreted. Elements of this context include information about countries’ distinctive political, historical, and cultural contexts that inﬂuence policy and practice in mathematics teacher education. It also describes the organization and characteristics of teacher education in the participating countries, the institutions that teach future teachers and their staff, the

FAQs

What is the purpose of the TEDS-M encyclopedia?

It provides broader context so that data collected from future teachers and their educators can be understood and interpreted. It focuses on how country contexts shape mathematics teacher education and how systems are organized.

What data did TEDS-M collect for this study?

TEDS-M gathered 2008 data from about 22,000 future teachers across 750 programs in roughly 500 teacher education institutions in 17 countries, and also surveyed teaching staff in those programs.

How does the encyclopedia relate teacher education to policy and practice?

It explains that political, historical, and cultural contexts influence mathematics teacher education policy and practice, and it describes program structures and quality-assurance arrangements within those contexts.

Oct 13, 2026

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