Future teachers' competence to plan a lesson: first results of a six-country study on the efficiency of teacher education.

Autor/inn/en	Blömeke, Sigrid; Paine, Lynn; Houang, Richard T.; Hsieh, Feng-Jui; Schmidt, William H.; Tatto, M. Teresa; Bankov, Kiril; Cedillo, Tenoch; Cogan, Leland; Han, Shin Il; Santillan, Marcella; Schwille, John
Titel	Future teachers' competence to plan a lesson: first results of a six-country study on the efficiency of teacher education.
Quelle	In: ZDM : mathematics education, 40 (2008) 5, S. 749-762 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-008-0123-y
Schlagwörter	Empirische Forschung; Lehrerausbildung; Lehrerbildung; Unterrichtsplanung; Mathematikunterricht; Berufliche Kompetenz; Bewertung
Abstract	The study "Mathematics Teaching in the 21st Century (MT21)" focuses beyond others on the measurement of teachers' general pedagogical knowledge (GPK). GPK is regarded as a latent construct embedded in a larger theory of teachers' professional competence. It is laid out how GPK was defined and operationalized. As part of an international comparison GPK was measured with several complex vignettes. In the present paper, the results of future mathematics teachers' knowledge from four countries (Germany, South Korea, Taiwan, and the US) with very different teacher-education systems are presented. Significant and relevant differences between the four countries as well as between future teachers at the beginning and at the end of teacher education were found. The results are discussed with reference to cultural discourses about teacher education.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/2