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) /
The Teacher Education and Development Study (TEDS-M) is the first crossnational study to examine the mathematics preparation of future teachers for both primary and secondary school levels. The study, conducted under the auspices of the International Association for the Evaluation of Educational Ach...
Guardado en:
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| Otros Autores: | |
| Formato: | Libro electrónico |
| Lenguaje: | Inglés |
| Publicado: |
Amsterdam :
International Association for the Evaluation of Educational Achievement (IEA),
c2013.
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| Materias: | |
| Acceso en línea: | https://www.iea.nl/publications/study-reports/international-reports-iea-studies/analysis-teacher-education-context |
| Aporte de: | Registro referencial: Solicitar el recurso aquí |
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| 020 | |a 9789079549214 | ||
| 020 | |a 9079549215 | ||
| 035 | |a (OCoLC)000061406 | ||
| 035 | |a (udesa)000061406USA01 | ||
| 035 | |a (OCoLC)857388295 | ||
| 035 | |a (OCoLC)990000614060204151 | ||
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| 049 | |a U@SA | ||
| 050 | 4 | |a QA11.2 |b .A63 2013eb | |
| 099 | |a Recurso electrónico en INTERNET | ||
| 245 | 0 | 3 | |a An analysis of teacher education context, structure, and quality-assurance arrangements in TEDS-M countries |h [recurso electrónico] : |b findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M) / |c Lawrence Ingvarson ... [et al.]. |
| 260 | |a Amsterdam : |b International Association for the Evaluation of Educational Achievement (IEA), |c c2013. | ||
| 300 | |a 1 recurso en línea (251 p. : il.). | ||
| 516 | |a Libro electrónico. | ||
| 500 | |a Título tomado de la pantalla de presentación (visto 2 de septiembre de 2013) | ||
| 538 | |a Modo de acceso: a través de Internet. | ||
| 504 | |a Incluye referencias bibliográficas. | ||
| 505 | 0 | |a Overview of the TEDS-M Project: Reports from the Teacher Education and Development Study in Mathematics -- Introduction / Lawrence Ingvarson -- Chapter 1: Organization of Teacher Education and Its Contexts Across the TEDS-M Countries / John Schwille, Lawrence Ingvarson, Maria Teresa Tatto, Richard Holdgreve-Resendez, Wangjun Kim, and Soo-Yong Byun -- 2. The Distinctive National Imprint of Each TEDS-M System / John Schwille, Richard Holdgreve-Resendez, Wangjun Kim, and Patrick Leahy -- 3. Historical Perspectives on the Policies and Organization of Teacher Education / John Schwillem -- 4. The Positions and Careers for Which Teachers Are Being Prepared / John Schwille and Richard Holdgreve-Resendez -- 5. The Relevance of Quality Assurance of Teacher Education Within the Context of TEDS-M / Lawrence Ingvarson -- 6. Recent Research on Quality Assurance in Teacher Education / Lawrence Ingvarson -- 7. Recruitment and Selection in Teacher Education / Lawrence Ingvarson -- 8. Regulation and Accreditation of Teacher Education Institutions and Programs / Lawrence Ingvarson -- 9. Entry to Teaching / Lawrence Ingvarson -- 10. Quality Assurance and Teacher Education: Summary of Findings / Lawrence Ingvarson -- Appendix A: Supplementary Exhibits Relating to Chapter 2 -- Appendix B: Listings of Organizations and Individuals Responsible for TEDS-M. | |
| 520 | |a The Teacher Education and Development Study (TEDS-M) is the first crossnational study to examine the mathematics preparation of future teachers for both primary and secondary school levels. The study, conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA), collected data from representative samples of future teachers and their educators. During the 55 years of its activities, IEA has conducted over 30 comparative research studies focusing on educational policies, practices, and outcomes in various school subjects in more than 80 countries around the world. TEDS-M is the first IEA project to address tertiary education. The study's key research questions focused on the relationships between teacher education policies, institutional practices, and the mathematics and pedagogy knowledge of future teachers at the end of their preservice education. Seventeen countries participated in TEDS-M. Data were gathered from approximately 22,000 future teachers from 750 programs in about 500 teacher education institutions. Teaching staff within these programs were also surveyed. They included close to 5,000 mathematicians, mathematics educators, and general pedagogy educators. | ||
| 650 | 0 | |a Mathematics |x Study and teaching. | |
| 650 | 7 | |a Matemáticas |x Enseñanza. |2 UDESA | |
| 700 | 1 | |a Ingvarson, Lawrence. | |
| 710 | 2 | |a International Association for the Evaluation of Educational Achievement. | |
| 856 | 4 | 0 | |u https://www.iea.nl/publications/study-reports/international-reports-iea-studies/analysis-teacher-education-context |