Improving Mathematics Teacher Education in Germany: Empirical Results from a Longitudinal Evaluation of Innovative Programs

Autor/inn/en	Buchholtz, Nils; Kaiser, Gabriele
Titel	Improving Mathematics Teacher Education in Germany: Empirical Results from a Longitudinal Evaluation of Innovative Programs
Quelle	In: International Journal of Science and Mathematics Education, 11 (2013) 4, S.949-977 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9427-7
Schlagwörter	Educational Improvement; Mathematics Education; Pedagogical Content Knowledge; Teacher Education; Mathematics Teachers; Comparative Analysis; Program Effectiveness; Teacher Education Programs; Longitudinal Studies; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Mathematische Bildung; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Deutschland
Abstract	Innovative programs for restructuring the entry phase of mathematics teacher education programs have been implemented at various German universities within the last few years. This article reports about the design and the results of a longitudinal evaluation study of the effectiveness of two of these programs aiming to improve mathematics teacher education by altering the conditions in university teaching (the so-called Teacher Education and Development Study TEDS-Telekom). The development of prospective teachers' professional knowledge in academic mathematical content knowledge, knowledge in elementary mathematics from an advanced standpoint, and mathematical pedagogical content knowledge from the innovative programs were compared to traditional university programs. The study points out that the innovative programs only partially succeeded in improving the acquisition of professional knowledge for prospective mathematics teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10