An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in ...

254 Pages·2013·1.03 MB·English

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This report is the fourth publication arising out of the TEDS-M project. The three
preceding reports focused on the TEDS-M conceptual framework, findings from the
future teachers’ and their educators’ surveys, and teacher salaries within the context
of student achievement. IEA will also publish a teacher education encyclopedia
and a technical report. The TEDS-M publications are complemented by the TEDS-M Lawrence Ingvarson John Schwille
database (and its associated user guide), which contains the study’s international Maria Teresa Tatto Glenn Rowley
findings and so offers opportunity for secondary analysis of this information. Ray Peck Sharon L. Senk
1
An Analysis of Teacher Education
Context, Structure, and Quality-
Assurance Arrangements in
TEDS-M Countries
2 AN ANALYSIS OF TEACHER EDUCATION IN TEDS-M COUNTRIES
3
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)
Lawrence Ingvarson, John Schwille,
Maria Teresa Tatto, Glenn Rowley,
Ray Peck, and Sharon L. Senk
Australian Council for Educational Research
Michigan State University
4 AN ANALYSIS OF TEACHER EDUCATION IN TEDS-M COUNTRIES
Copyright © 2013 International Association for the Evaluation of Educational Achievement (IEA)
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ISBN/EAN: 978-90-79549-21-4
Copies of An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in
TEDS-M Countries can be obtained from:
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5
Foreword
The IEA Teacher Education and Development Study in Mathematics (TEDS-M)
represents the first ever large-scale international study of the preparation of primary
and lower-secondary teachers. The study investigated the pedagogical and subject-
specific knowledge that future primary and lower-secondary school teachers acquire
during their mathematics teacher education. It also examined variations in teacher
education programs within and across countries.
TEDS-M was carried out by the International Association for the Evaluation of
Educational Achievement (IEA), an independent, international cooperative of
national research agencies. For over 50 years, the association has conducted large-
scale comparative studies of educational achievement and reported on key aspects of
education systems and processes.
TEDS-M gathered data in 2008 from approximately 22,000 future teachers from 750
programs in about 500 teacher education institutions in 17 countries. Teaching staff
within these programs (close to 5,000 mathematics and general pedagogy educators)
were also surveyed.
The study identified striking differences within and across countries in the knowledge
that future teachers have of school mathematics and how to teach it. The study also
showed that, in almost all countries, the majority of future teachers surveyed saw
mathematics as a process of enquiry that is best learned through active student
involvement. This belief was held most widely by future teachers with relatively greater
knowledge of mathematics content and pedagogy. These conclusions are just a few of
those drawn from the results presented in the first TEDS-M report published in 2012,
which focused on the future teachers’ data.
This current report, in portraying various characteristics of teacher education systems,
aids interpretation of the individual student-level results and provides information
useful for policymakers as they endeavor to increase teacher quality. The report’s major
results show that countries where future teachers have greater knowledge of mathematics
and mathematics teaching pedagogy place greatest emphasis on policies that enable the
teaching profession to compete for high-ability secondary school graduates, balance
teacher demand and supply, ensure a rigorous system of assessment/accreditation of
teacher education programs, and set high standards for entry to the profession (i.e.,
gaining registration licensing) after graduation.
These results are consistent with teacher education policy discussions occurring
nationally and internationally about the most successful processes for assuring teacher
quality. Such policies typically start with those designed to make teaching an attractive
career and to ensure the quality of entrants to teacher education programs. They
continue on to those focused on developing and implementing strong quality-assurance
mechanisms throughout the teacher education cycle.
International studies such as TEDS-M would not be possible without the dedication,
skill, cooperation, and support of a large number of individuals, institutions, and
organizations from around the world. Referring to the list of acknowledgments on
the next pages of this volume, I would like to thank all of them and especially the
international study centers at Michigan State University in the United States and the
6 AN ANALYSIS OF TEACHER EDUCATION IN TEDS-M COUNTRIES
Australian Council of Educational Research, as well as the national teams headed by
the national research coordinators in the participating countries. They are the people
who manage and execute the study at the national level. This study also would not
have been possible without the participation of many future teachers, their educators,
and the policymakers within the participating countries. The education world benefits
from their commitment.
I would also like to thank the study’s funders. A project of this size is not possible
without considerable financial contribution. TEDS-M was supported by the US
National Science Foundation, IEA, and the ministries of education and many other
organizations in all participating countries.
Dr Hans Wagemaker
Executive Director, IEA
7
Acknowledgements
Introduction
TEDS-M is the result of the collaborative effort of scholars and institutions to study the
mathematics preparation of future primary and lower-secondary teachers. The study’s
success is due to the efforts of a great many people. The key contributors among this
group are listed below.
Credit is due to the country national research centers, to the coordinators of the
teacher education programs in the TEDS-M samples, and to the future teachers and
teacher educators who made the collection of data possible. The willingness of so
many future teachers and instructors to participate is very gratifying, especially given
that participation for the future teachers meant agreeing to take a test of mathematics
content and mathematics pedagogy knowledge.
The participating countries were Botswana, Canada (Newfoundland and Labrador,
Nova Scotia, Québec, and Ontario), Chile, Chinese Taipei, Georgia, Germany, Malaysia,
Norway, Oman, the Philippines, Poland, the Russian Federation, Singapore, Spain,
Switzerland, Thailand, and the United States of America. The commitment of these
countries to participate and overcome the many challenges of newly implementing a
study of such magnitude as TEDS-M have made it possible to envisage a rich future of
crossnational research on teacher education.
TEDS-M Management and Coordination
TEDS-M was conducted under the auspices of the International Association for the
Evaluation of Educational Achievement (IEA). The College of Education at Michigan
State University (MSU) and the Australian Council of Educational Research (ACER)
were appointed by IEA as the joint international study centers (ISCs) for TEDS-M
under the executive direction of Maria Teresa Tatto of MSU. To design and carry out
the study, the ISCs worked in collaboration with the IEA Data Processing and Research
Center (DPC), the IEA Secretariat in Amsterdam, Statistics Canada, and the TEDS-M
national research centers in the 17 participating countries. Together, these teams of
researchers and institutions conceptualized the study, designed and administered the
instruments, collected and analyzed the data, and reported the results.
The TEDS-M ISC at Michigan State University worked closely with the ISC at ACER
and the IEA Secretariat in Amsterdam, which provided overall guidance, and was
responsible for verification of translations of the survey instruments produced by the
participating countries and for the quality control of data collection.
The IEA DPC in Hamburg worked with the TEDS-M international center at MSU to
prepare the manuals guiding the collection of data, and with both ISCs in all other
aspects of data verification. The DPC was also responsible for data processing and
verifying the internal consistency and accuracy of the data submitted by the participants.
They were furthermore responsible for developing the TEDS-M database, which is
available for secondary analysis by researchers worldwide.
Statistics Canada was responsible for the innovative sampling design that produced
nationally representative samples of teacher education institutions, future primary and
lower-secondary teachers, and teacher education instructors. Michigan State University
8 AN ANALYSIS OF TEACHER EDUCATION IN TEDS-M COUNTRIES
in collaboration with ACER and the University of Minnesota provided expertise on
the application of psychometric methods and on data calibration and scaling of the
opportunity to learn, beliefs, and knowledge assessment data. We are thankful to
Eugene Gonzales of the ETS/IEA DPC for his contribution to the data calibration and
scaling process.
The TEDS-M management team met twice a year throughout the study to discuss
progress, procedures, and schedules. In addition, the directors of the TEDS-M ISCs
met with members of IEA’s technical executive group twice yearly to review technical
issues.
Maria Teresa Tatto from Michigan State University was the principal investigator and
the executive director of the TEDS-M study, and also chair of the TEDS-M Management
Team. The study co-directors were John Schwille and Sharon Senk at the ISC at MSU.
Lawrence Ingvarson, Glenn Rowley, and Ray Peck co-directed the study center at
ACER.
TEDS-M frequently brought together panels of internationally recognized experts
in mathematics and mathematics education, research, curriculum, instruction,
and assessment. Their advice and review were critical to the credibility of the study
and the results achieved. In order to expedite work with the international team and
coordinate within-country activities, each participating country designated one or
more individuals to be the TEDS-M national research coordinator or NRC. The NRCs
had the complicated and challenging task of advising the international design team
as well as implementing TEDS-M in their countries in accordance with international
guidelines and procedures. The quality of the TEDS-M assessment and other data
depended on the NRCs and their colleagues carefully carrying out the very complex
sampling, data collection, and scoring tasks involved. Their names and affiliations are
listed in Appendix B of this report.
Technical and Editorial Advice
Throughout TEDS-M, the writing and publishing of the various reports associated
with it benefitted from the careful reviews of the IEA technical executive committee
(TEG), comprising Hans Wagemaker (chair), Jan Eric Gustafson (Göteborg University),
Larry Hedges (Northwestern University), Marc Joncas (Statistics Canada), Mick Martin
(Boston College), Ina Mullis (Boston College), Heiko Sibberns (IEA DPC), and Norman
Verhelst (Eurometrics). The IEA publications committee provided excellent editorial
feedback; special thanks go to David Robitaille (University of British Columbia) and
Bob Garden (Education Research Consultant, New Zealand).
Funding
TEDS-M was made possible through several sources of funding: fees from participating
countries; a grant to Michigan State University from the National Science Foundation
(REC 0514431); and funds from IEA’s own financial reserves.
Any opinions, findings, and conclusions or recommendations expressed in this report
are those of the author(s) and do not necessarily reflect the views of the National Science
Foundation.
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Table of Contents
Foreword 5
Acknowledgements 7
List of Exhibits 13
Overview of the TEDS-M Project 15
Reports from the Teacher Education and Development Study in Mathematics 16
(TEDS-M)
Introduction Lawrence Ingvarson 17
Authors and Titles of the TEDS-M Country Reports 19
Reference 20
PART ONE: NATIONAL AND CROSSNATIONAL PERSPECTIVES ON 21
MATHEMATICS TEACHER EDUCATION AND ITS CONTEXTS
Chapter 1: Organization of Teacher Education and Its Contexts Across the 23
TEDS-M Countries John Schwille, Lawrence Ingvarson, Maria Teresa Tatto,
Richard Holdgreve-Resendez, Wangjun Kim, and Soo-Yong Byun
TEDS-M Organizational Terminology 23
Key Organizational Parameters 24
Concurrent and Consecutive Program-Types 24
School Grade Levels for Which a Program-Type Prepares Teachers 29
Duration of Program-Types 30
Subject-Matter Specialization 31
Number of Future Teachers in Different Program-Types 31
Duration and Nature of Field Experience 32
Locus of Control in the Organization of Teacher Education 34
Grouping Program-Types for Crossnational Analysis 34
Conclusion 35
References 36
Chapter 2: The Distinctive National Imprint of Each TEDS-M System 37
John Schwille, Richard Holdgreve-Resendez, Wangjun Kim, and Patrick Leahy
National Differences in Demographic and Development Indicators 37
Country-by-Country Introduction to Program-Types and Their National 41
Contexts
Botswana 41
Canada (Newfoundland and Labrador, Nova Scotia, Québec, and Ontario) 43
Chile 45
Chinese Taipei 46
Georgia 48
Germany 50
Malaysia 52
Norway 54
Oman 56
Philippines 58
Poland 59
Russian Federation 62