ERIC ED545243: TEDS-M Encyclopedia: A Guide to Teacher Education Context, Structure, and Quality Assurance in 17 Countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M)

2013·1.1 MB·English

by  ERIC

TEDS-M Encyclopedia
A Guide to Teacher Education
Context, Structure, and Quality
Assurance in 17 Countries
Findings from the IEA Teacher Education
and DevelopTment SEtudy in DMathemaStics
(TEDS-M)
Edited by John Schwille, Lawrence Ingvarson,
and Richard Holdgreve-Resendez
1
TEDS-M Encyclopedia
A Guide to Teacher Education Context,
Structure, and Quality Assurance in
17 Countries
Findings from the IEA Teacher Education and
Development Study in Mathematics (TEDS-M)
Edited by John Schwille, Lawrence Ingvarson,
and Richard Holdgreve-Resendez
Michigan State University
Australian Council for Educational Research
2 TEDS-M ENCYCLOPEDIA
Copyright © 2013 International Association for the Evaluation of Educational Achievement (IEA)
All rights reserved. No part of the publication may be reproduced, stored in a retrieval system or
transmitted in any form or by any means, electronic, electrostatic, magnetic tape, mechanical,
photocopying, recoding, or otherwise without permission in writing from the copyright holder.
ISBN/EAN: 978-90-79549-22-1
Copies of TEDS-M 2008 Encyclopedia: A Guide to Teacher Education Context, Structure, and Quality
Assurance in the Seventeen TEDS-M 2008 Countries can be obtained from:
IEA Secretariat
Herengracht 487
1017 BT Amsterdam, the Netherlands
Telephone: [phone]
Fax: + 31 20 420 7136
Email: [email protected]
Website: www.iea.nl
Copyedited by Paula Wagemaker Editorial Services, Oturehua, Central Otago, New Zealand
Design and production by Becky Bliss Design and Production, Wellington, New Zealand
Printed by MultiCopy Netherlands b.v.
3
Foreword
The IEA Teacher Education and Development Study in Mathematics (TEDS-M) is the
first 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 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 TEDS-M study 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 identified striking differences across the participating 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
see 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. They also believed that teachers can
influence students’ capacity to achieve in mathematics. These conclusions are just a few
of those drawn from the results presented in the first TEDS-M report, which focused on
data pertaining to the future teachers and was published in 2012.
This TEDS-M encyclopedia presents a broader context within which the data collected
from future teachers and their educators can be understood and interpreted. Elements
of this context include information about countries’ distinctive political, historical, and
cultural contexts that influence policy and practice in mathematics teacher education.
It also describes the organization and characteristics of teacher education in the
participating countries, the institutions that teach future teachers and their staff, the
programs and required field experiences, and the quality-assurance arrangements.
The encyclopedia chapters show that despite some general commonalities, teacher
education systems differ in many ways, particularly in terms of how they organize
teacher education and in the characteristics of that provision. More specifically, these
differences include the number and size as well as the nature of teacher education
institutions (public versus private, universities versus self-standing colleges) and
the types of teacher education programs they offer (built around grade span and/or
teaching specialization). Differences in teacher selectivity and status also exist, with,
for example, a shortage of candidates for this profession leading to a lowering of the
standards governing admission and certification practices. The majority of future
teacher educators in only some countries have doctoral degrees in the subjects they are
teaching (in the case of TEDS-M, mathematics and/or mathematics pedagogy).
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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 the people mentioned, especially
those in the international study centers at Michigan State University in the United
States and the Australian Council of Educational Research, the IEA Secretariat, and
the Data Research and Processing Center, as well as the national teams headed by the
national research coordinators in participating countries. This study also would not
be possible without the participation of many future teachers, their educators, and
policymakers within the participating countries. The education world benefits from
their commitment.
Finally, I would 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
5
Acknowledgements
The success of any IEA study depends on mobilizing many different sources of support,
influence, funding, and expertise in all parts of the world. TEDS-M is no exception.
As a pioneering study, unlike any other crossnational study done before, it required
even more willingness to deal with unknowns and to confront new challenges. We are
therefore extremely grateful for the extraordinary support and work that has gone into
this volume as well as the other international and national TEDS-M reports.
At the core of IEA studies are the national research coordinators (NRCs) of each
participating country and their national centers. TEDS-M actively sought feedback and
contributions from the NRCs on all aspects of the study. Through their participation
and insights from the field, the NRCs worked to continually improve the study from
beginning to end. The individuals coordinating this effort in the participating countries
deserve special mention: Zuwaina Al-Maskari (Oman), Horst Biedermann (Switzerland),
Sigrid Blömeke (Germany), Tamara Bokuchava (Georgia), Pierre Brochu (Canada),
Beatrice Avalos Davidson (Chile), Precharn Dechsri (Thailand), Michał Federowicz
(Poland), Evangeline Golla (Philippines), Pedro Gomes (Spain), Liv Grønmo (Norway),
Feng-Jui Hsieh (Chinese Taipei), Mohd Mustamam Abd. Karim (Malaysia), Tuelo Martin
Keitumetse (Botswana), Pi-Jen Lin (Chinese Taipei), Maia Miminoshvili (Georgia),
Thabo Jeff Mzwinila (Botswana), Rajendran Nagappan (Malaysia), Ester Ogena
(Philippines), Fritz Oser (Switzerland), Supatra Pativisan (Thailand), Luis Rico (Spain),
William Schmidt (USA), Michał Sitek (Poland), and Khoon Yoong Wong (Singapore).
Of all the TEDS-M international reports, it is the TEDS-M Encyclopedia that is most
centered on the contributions of the national teams. The country reports in this
publication gave each of these teams the opportunity to discuss the features of their
national teacher education system that they considered most important for the audiences
of TEDS-M to know. The members of the national team who took responsibility for this
work are listed as the authors of each chapter. The chapters are the culmination of a
long process that began with preparation by the same authors of longer national reports
in response to international guidelines.
The international TEDS-M team at Michigan State University (MSU) in the United
States, the Australian Council for Educational Research, the IEA Data Processing and
Research Center (DPC) in Hamburg, and the IEA Secretariat in Amsterdam shaped
the overall TEDS-M survey and developed a framework, terminology, and design that
ultimately had a strong effect on what went into these chapters. We will not mention all
of these many people individually by name because they are specifically acknowledged
in the other TEDS-M international reports and cited as the authors and editors of those
reports.
However, a few collaborators do deserve individual recognition here for the encyclopedia.
We would first like to thank our third editor Richard Holdgreve-Resendez, who, as
an MSU doctoral student, went far beyond the call of duty during his work on early
versions of the chapters and especially on the exhibits in each chapter.
Another special contribution that should not be overlooked is that of the international
sampling team led by Jean Dumais of Statistics Canada, together with Sabine Meinck and
Falk Brese of the IEA DPC. Their efforts to understand the complexities and distinctive
features of teacher education in each country in order to develop a sampling frame
6 TEDS-M ENCYCLOPEDIA
had, as a byproduct, the advantage of enabling the whole project to provide a much
better understanding of the various systems described in this volume. They were also
instrumental in raising and helping to solve problems of terminology and crossnational
comparisons which, if left unresolved, would have been a source of confusion and
misleading conclusions. In fact, the entire international team and the NRCs were
involved at various points in making key distinctions, such as the controversial one
between “program” and “program-type.”
We are also grateful for the support of Maria Teresa Tatto, the overall director of
TEDS-M, and Hans Wagemaker, the executive director of IEA, especially in regard to
recognizing the value of the encyclopedia and the companion TEDS-M policy report,
and then working in various ways to make sure these publications were completed even
after TEDS-M ran short of resources.
In addition, we need to recognize the work of Ineze Berzina-Pitcher, the TEDS-M
consortium coordinator at MSU, and administrative assistant Ann Pitchford, for all their
thankless work in reminding everyone of the work to be done and in their painstaking
attention to keeping track of everything submitted. Finally, Marlene Green of MSU did
great work on the word processing and formatting of the many draft versions of this
volume.
TEDS-M owes its existence to its funding agencies. Although each of the participating
national centers had to raise its own funds to cover many of the costs of the study,
and although the IEA organization itself invested heavily to get this study underway,
TEDS-M could not have been completed without a very substantial grant to cover
remaining international costs. This funding, awarded in 2005, came from the US
National Science Foundation (NSF).1 We are thankful to our program officer James
Dietz for his dedication to this project and for his constant support, and to others at
NSF for their interest in this new type of crossnational research: Janice Earle, Larry
Suter, and Elizabeth Vanderputten.
Lastly, for sponsoring and supporting this unprecedented study, we would like to
express our gratitude in the strongest terms to IEA, its former chairpersons Seamus
Hagerty and Alejandro Tiana-Ferrer, and the members of the IEA Standing Committee
and the General Assembly. We especially thank the IEA staff members who are critical
to making the organization work: Hans Wagemaker, executive director; Barbara
Malak-Minkiewicz, manager membership relations; and Juriaan Hartenberg, financial
manager.
John Schwille and Lawrence Ingvarson
(on behalf of the TEDS-M team)
1 Tatto, M. T., Schwille, J., & Senk, S. First International Mathematics Teacher Education Study (TEDS-M) (NSF
REC 0514431).
7
Table of Contents
Foreword 3
Acknowledgements 5
Introduction John Schwille and Lawrence Ingvarson 9
Authors and Editors of the Encyclopedia Chapters and the TEDS-M 15
National Reports
Country Chapters
1. Botswana Kgomotso Gertrude Garegae, Thabo Jeff Mzwinila, and 29
Tuelo Martin Keitumetse
2. Canada (New Foundland and Labrador, Nova Scotia, Québec, and Ontario 43
Robert Crocker and Hervé Joduin
3. Chile Beatrice Avalos Davidson 53
4. Chinese Taipei Feng-Juh Hsieh, Pe-Jen Lin, Guohong Chao, and 69
Ting-Ying Wang
5. Georgia Natia Mzhavanadze and Tamara Bokuchava 87
6. Germany Johannes König and Sigrid Blömeke 97
7. Malaysia Rajendran Nagappan, Nagendralingan Ratnavadivel, 117
Mohd Mustamam Abd Karim, Othman Lebar, Ismail Kailani, and
Suseela Malakolunthu
8. Norway Trygve Breiteig 131
9. Oman Mohammed Al Ghafri, Ali Al Abri, and Mohamed Al Shidhani 149
10. Philippines Ester B. Ogena, Filma G. Brawner, and Milagros D. Ibe 159
11. Poland Michał Sitek 175
12. Russian Federation2 189
13. Singapore Khoon Yoong Wong, Suat Khoh Lim-Teo, Ngan Hoe Lee, 193
Kok Leong Boey, Caroline Koh, Jagusthing Dindyal, Kok Ming Teo,
and Lu Pien Cheng
14. Spain Encarnación Castro Martínez and Pablo Flores Martínez 209
15. Switzerland Sandra Brandt, Fritz Oser, Horst Biedermann, Margit Kopp, 227
Sibylle Steinmann, Samuel Krattenmacher, and Christian Brühwiler
16. Thailand Precharn Dechsri and Supattra Pativisan 243
17. United States of America (USA) Peter Youngs and Erin Grogan 255
APPENDIX
Listings of Organizations and Individuals Responsible for TEDS-M 273

2 Because of funding difficulties, the Russian Federation was unable to provide a report. The information on Russia
in this volume contains only the overview prepared by the volume editors with the assistance of Galina Kovaleva.
8 TEDS-M ENCYCLOPEDIA
INTRODUCTION 9
INTRODUCTION
John Schwille and Lawrence Ingvarson
Preparation of this encyclopedia for the Teacher Education and Development Study
in Mathematics (TEDS-M) enabled the TEDS-M national teams of researchers in the
participating countries to provide the audiences of this study with a better understanding
of the nature of teacher education for mathematics in those countries than was possible
in the other TEDS-M international reports. The encyclopedia provides a resource that
readers can draw from when analyzing the context-based similarities and differences
that are important to keep in mind when interpreting and explaining the TEDS-M
results. The encyclopedia thus strengthens the reporting of this first international
assessment of teacher education, which focused on how the TEDS-M countries prepare
teachers to teach mathematics in primary and lower-secondary schools, and studied the
variation in the nature and impact of teacher education programs within and across
countries.
Seventeen countries participated in TEDS-M: Botswana, Canada (four provinces),
Chile, Chinese Taipei, Georgia, Germany, Malaysia, Norway, Oman (secondary teacher
education), the Philippines, Poland, the Russian Federation, Singapore, Spain (primary
teacher education), Switzerland (German-speaking cantons), Thailand, and the United
States of America (public institutions, concurrent and consecutive routes only).
Data for the encyclopedia were drawn from one of the three major components of
TEDS-M. The objective of this component (or substudy) was to examine the policies
guiding the recruitment, selection, preparation, and certification of mathematics
teachers. The questions framing this component were these:
(cid:115)(cid:0) (cid:55)(cid:72)(cid:65)(cid:84)(cid:0) (cid:65)(cid:82)(cid:69)(cid:0) (cid:84)(cid:72)(cid:69)(cid:0) (cid:80)(cid:79)(cid:76)(cid:73)(cid:67)(cid:73)(cid:69)(cid:83)(cid:0) (cid:84)(cid:72)(cid:65)(cid:84)(cid:0) (cid:82)(cid:69)(cid:71)(cid:85)(cid:76)(cid:65)(cid:84)(cid:69)(cid:0) (cid:65)(cid:78)(cid:68)(cid:0) (cid:73)(cid:78)(cid:109)(cid:85)(cid:69)(cid:78)(cid:67)(cid:69)(cid:0) (cid:84)(cid:72)(cid:69)(cid:0) (cid:68)(cid:69)(cid:83)(cid:73)(cid:71)(cid:78)(cid:0) (cid:65)(cid:78)(cid:68)(cid:0) (cid:68)(cid:69)(cid:76)(cid:73)(cid:86)(cid:69)(cid:82)(cid:89)(cid:0) (cid:79)(cid:70)(cid:0)
mathematics teacher education for primary and lower-secondary school teachers?
(cid:115)(cid:0) (cid:55)(cid:72)(cid:65)(cid:84)(cid:0)(cid:73)(cid:78)(cid:83)(cid:84)(cid:73)(cid:84)(cid:85)(cid:84)(cid:73)(cid:79)(cid:78)(cid:83)(cid:0)(cid:65)(cid:78)(cid:68)(cid:0)(cid:80)(cid:82)(cid:79)(cid:71)(cid:82)(cid:65)(cid:77)(cid:83)(cid:0)(cid:72)(cid:65)(cid:86)(cid:69)(cid:0)(cid:67)(cid:79)(cid:85)(cid:78)(cid:84)(cid:82)(cid:73)(cid:69)(cid:83)(cid:0)(cid:69)(cid:83)(cid:84)(cid:65)(cid:66)(cid:76)(cid:73)(cid:83)(cid:72)(cid:69)(cid:68)(cid:0)(cid:65)(cid:84)(cid:0)(cid:84)(cid:72)(cid:69)(cid:0)(cid:78)(cid:65)(cid:84)(cid:73)(cid:79)(cid:78)(cid:65)(cid:76)(cid:0)(cid:76)(cid:69)(cid:86)(cid:69)(cid:76)(cid:0)(cid:84)(cid:79)(cid:0)
implement these policies?
(cid:115)(cid:0) (cid:40)(cid:79)(cid:87)(cid:0)(cid:68)(cid:79)(cid:0)(cid:67)(cid:79)(cid:85)(cid:78)(cid:84)(cid:82)(cid:73)(cid:69)(cid:83)(cid:7)(cid:0)(cid:68)(cid:73)(cid:83)(cid:84)(cid:73)(cid:78)(cid:67)(cid:84)(cid:73)(cid:86)(cid:69)(cid:0)(cid:80)(cid:79)(cid:76)(cid:73)(cid:84)(cid:73)(cid:67)(cid:65)(cid:76)(cid:12)(cid:0)(cid:72)(cid:73)(cid:83)(cid:84)(cid:79)(cid:82)(cid:73)(cid:67)(cid:65)(cid:76)(cid:12)(cid:0)(cid:65)(cid:78)(cid:68)(cid:0)(cid:67)(cid:85)(cid:76)(cid:84)(cid:85)(cid:82)(cid:65)(cid:76)(cid:0)(cid:67)(cid:79)(cid:78)(cid:84)(cid:69)(cid:88)(cid:84)(cid:83)(cid:0)(cid:73)(cid:78)(cid:109)(cid:85)(cid:69)(cid:78)(cid:67)(cid:69)(cid:0)
policy and practice in mathematics teacher education?
(cid:115)(cid:0) (cid:55)(cid:72)(cid:65)(cid:84)(cid:0)(cid:65)(cid:82)(cid:69)(cid:0)(cid:84)(cid:72)(cid:69)(cid:0)(cid:80)(cid:79)(cid:76)(cid:73)(cid:67)(cid:73)(cid:69)(cid:83)(cid:0)(cid:73)(cid:78)(cid:0)(cid:69)(cid:65)(cid:67)(cid:72)(cid:0)(cid:67)(cid:79)(cid:85)(cid:78)(cid:84)(cid:82)(cid:89)(cid:0)(cid:82)(cid:69)(cid:71)(cid:65)(cid:82)(cid:68)(cid:73)(cid:78)(cid:71)(cid:0)(cid:83)(cid:84)(cid:65)(cid:78)(cid:68)(cid:65)(cid:82)(cid:68)(cid:83)(cid:0)(cid:70)(cid:79)(cid:82)(cid:0)(cid:68)(cid:69)(cid:71)(cid:82)(cid:69)(cid:69)(cid:83)(cid:12)(cid:0)(cid:67)(cid:79)(cid:86)(cid:69)(cid:82)(cid:65)(cid:71)(cid:69)(cid:0)
of topics, certification practices, recruitment, selection, and preparation of future
mathematics teachers?
These questions were addressed in individual country case study reports, the authors
of which responded to guidelines issued by the TEDS-M international study center. In
contrast, the questions in the other substudies were answered empirically through four
large-scale surveys of the following nationally representative samples: teacher education
institutions and programs, teacher educators, future primary school teachers being
prepared to teach mathematics, and future lower-secondary teachers also preparing to
teach mathematics (Tatto et al., 2012).
TEDS-M is unique in terms of being not only the first IEA study of higher education
and IEA study of teacher education, but also the first crossnational study of teacher
education designed to gather data from nationally representative probability samples,
with that data pertaining to the knowledge outcomes of teacher education and the