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ERIC Number: EJ920448
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0022-4871
The Role of Opportunity to Learn in Teacher Preparation: An International Context
Schmidt, William H.; Cogan, Leland; Houang, Richard
Journal of Teacher Education, v62 n2 p138-153 Mar-Apr 2011
This article examines the teacher preparation program learning opportunities afforded future lower secondary mathematics teachers and future elementary teachers who may teach mathematics. Data from U.S. participation in the recent international Teacher Education and Development Study in Mathematics are explored against international profiles to address a critical issue oft cited in the teacher education literature: Given the finite time available, what sort of balance is provided for course work across the areas of mathematics content, mathematics pedagogy, and general pedagogy? Results demonstrated major differences for lower secondary preparation programs in both the types of topics or courses covered and the relative emphasis across the three areas in those countries statistically outperforming the United States in comparison to U.S. programs. Similar but less striking differences were noted among elementary programs. These results should provide important empirical evidence relevant to the ongoing policy dialog concerning identifying the specific content of a quality teacher preparation program. (Contains 3 notes, 5 tables, and 4 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Botswana; Chile; Georgia; Germany; Malaysia; Norway; Oman; Philippines; Poland; Russia; Singapore; Spain; Switzerland; Taiwan; Thailand; United States
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study