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ERIC Number: EJ913108
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 87
ISSN: ISSN-0022-4871
Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue
Kim, Rae Young; Ham, Seung-Hwan; Paine, Lynn W.
Journal of Teacher Education, v62 n1 p48-61 Jan-Feb 2011
As a comparative analysis of teacher preparation in its sociohistorical contexts, this study examines the official educational aims and curricula of 49 mathematics teacher preparation programs in South Korea and the United States, where substantial differences have been observed in both student achievement and teacher knowledge. Overall, the findings from this study suggest that transnational commonalities and national differences exist simultaneously in social expectations for teacher knowledge. The authors argue that attending to both "culturally contextualized" and "semantically decontextualized" dimensions helps us have a more balanced comparative perspective from which we can better assess current conditions of teacher education. Constructive international dialogue can be facilitated by such a balanced perspective that may further enrich teacher education without ignoring either profound differences in sociohistorical contexts or important commonalities in epistemic models of teacher education across countries. (Contains 2 notes, 4 tables, and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea; United States