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ERIC Number: EJ1107151
Record Type: Journal
Publication Date: 2016-Aug
Pages: 26
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1386-4416
The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers' Knowledge: A Five-Country Analysis Using TEDS-M Data
Qian, Hong; Youngs, Peter
Journal of Mathematics Teacher Education, v19 n4 p371-396 Aug 2016
This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of future teachers in their final year in teacher preparation programs. The purpose of this study is to explore whether elementary teaching candidates' MCK and MPCK are associated with their opportunities to learn in mathematics courses and mathematics methods courses in five countries. The results showed that opportunities to learn in some teacher preparation components are more important than in other components.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A