Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M)

By M. Tatto, Ray Peck, J. Schwille, Kiril Bankov, S. Senk, Michael C. Rodriguez, L. Ingvarson, M. Reckase, G. Rowley. 2012

306 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1e11387433d20f711a636e9017029cc7b18bcc12

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks (2017, background): “…in many countries teacher competences are initially constituted at a local level, most competence profiles are being constantly reviewed to meet international competences that are proposed by leading organisations in the field (e.g. OECD 2004, 2013; Tatto et al. 2012; UNESCO 2015).”
An Analysis of Teacher Education Context, Structure, and Quality- Assurance Arrangements in TEDS-M Countries : Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M) (2013, methodology): “The present report is a companion report to the TEDS-M publication Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M) written by Tatto et al., (2012). That report presented ”
Teachers’ Professional Knowledge for Teaching English as a Foreign Language (2016, background): “Regarding the first major question, we generally expect that the three knowledge categories of CK, PCK, and GPK can be distinguished empirically based on the assumption that teachers’ professional knowledge is a multidimensional construct (Baumert & Kunter, 2013; Fenstermacher, 1994).”
Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, unknown): “According to the IEA Teacher Education and Development Study in Mathematics (TEDS-M, Tatto et al., 2012)that compared the mathematics content knowledge (MCK) and mathematics pedagogy content knowledge (MPCK) of future teachers from 17 countries, Chilean future teachers performed poorly on both…”
Is teacher knowledge associated with performance? On the relationship between teachers’ general pedagogical knowledge and instructional quality (2016, background): “Researchers differentiate teacher knowledge into different domains (e.g. Baumert et al. 2010; Shulman 1987; Tatto et al. 2012).”