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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. 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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.  \nISBN/EAN: 978-90-79549-22-1  \nCopies 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:  \nIEA Secretariat  \nHerengracht 487  \n1017 BT Amsterdam, the Netherlands  \nTelephone: +31 20 625 3625  \nFax: + 31 20 420 7136  \n[Email: Department@IEA.nl](Email: Department@IEA.nl)  \n[Website: www.iea.nl](Website: www.iea.nl)  \nCopyedited 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.  \nForeword  \nThe 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.  \nThe 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.  \nTEDS-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.  \nThis 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 ","cbCain9Drtg3ZrMe","https://ap.wps.com/l/cbCain9Drtg3ZrMe","pdf",1203646,282,"English","# Foreword\n## International study background and scope\n## Teacher education context and interpretation\n## Key findings across participating countries","[{\"question\":\"What is the purpose of the TEDS-M encyclopedia?\",\"answer\":\"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.\"},{\"question\":\"What data did TEDS-M collect for this study?\",\"answer\":\"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.\"},{\"question\":\"How does the encyclopedia relate teacher education to policy and practice?\",\"answer\":\"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.\"}]","TEDS-M Encyclopedia - A Guide to Teacher Education Context, Structure, and Quality Assurance in 17 Countries | PDF",1791910911,99]