Teacher education and development study in mathematics (TEDS-M) : policy, practice, and readiness to teach primary and secondary mathematics : conceptual framework.

By M. Tatto, J. Schwille, S. Senk, L. Ingvarson, Ray Peck, G. Rowley. 2008

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Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing (2020, methodology): “Similarly, in the TEDS-M study, the following sub-domains of MPCK were differentiated: (a) curricular knowledge and knowledge of planning for mathematics teaching and learning; (b) knowledge of enacting mathematics for teaching and learning (Tatto et al., 2008).”
Content, Professional Preparation, and Teaching Methods: How Diverse Is Teacher Education across Countries? (2012, background): “Sample The target population of the present study was defined as future teachers in their final year of teacher education who were to receive a license to teach mathematics in lower secondary schools (Tatto et al. 2008).”
The relation between content-specific and general teacher knowledge and skills (2016, methodology): “All tests had been validated as part of TEDS-M (Tatto et al., 2008, 2012).”