Teacher Preparation "Does" Matter: Relationships between Elementary Mathematics Content Courses and Graduates' Analyses of Teaching

Autor/inn/en	Suppa, Siobahn; DiNapoli, Joseph; Mixell, Robert
Titel	Teacher Preparation "Does" Matter: Relationships between Elementary Mathematics Content Courses and Graduates' Analyses of Teaching
Quelle	In: Mathematics Teacher Education and Development, 20 (2018) 2, S.25-57 (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Correlation; Mathematics Instruction; Elementary School Mathematics; Teacher Education Programs; Hypothesis Testing; Pedagogical Content Knowledge; Preservice Teachers; Preservice Teacher Education; Program Effectiveness; Course Content; Longitudinal Studies; Teacher Effectiveness; College Graduates; Delaware + Suchen Sie Ihr Suchwort? Korrelation; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Hypothesenprüfung; Hypothesentest; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Kursprogramm; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hochschulabsolvent; Hochschulabsolventin
Abstract	In the United States, teacher preparation programs are under increased pressure to demonstrate their effectiveness in producing graduates with knowledge, abilities, and competencies to be quality teachers. However, very little research shows this kind of evidence. In a rare exception, Hiebert, Miller, and Berk (2017) found significant positive results of the influences of an elementary teacher education program on graduates' knowledge. Due to the rarity of these kinds of findings, we replicated their analyses with a different cohort of graduates from the same preparation program. Graduates completed a video analysis task correlated with high quality mathematics teaching for topics taught during their program and topics not taught during their program. Our results corroborate theirs, showing that graduates performed better on topics taught during their program versus topics not taught. These findings suggest that teacher education programs can have a significant positive and lasting effect on graduates' knowledge several years after graduation. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01