Future Teachers' Professional Knowledge

Document Type

Presentation Abstract

Presentation Date

10-8-2007

Abstract

Teacher education has been the subject of criticism for a long time without its effectiveness ever being analysed empirically on a broader base. The International Association for the Evaluation of Educational Achievement (IEA) has therefore launched in 2006 an international study on teacher education (TEDS-M) dealing with policy, practice and teachers' readiness to teach mathematics. Due to the lack of theoretical frameworks for internationally comparative studies on teacher education, a pilot study (PTEDS) has been undertaken in the last 4 years. In this paper qualitative results of a complimentary case study embedded in the P-TEDS study about future mathematics teachers' professional knowledge will be presented. Based on interviews and the results of open questionnaires, data about what are the competencies the evaluated future teachers' have in the areas of (1)mathematical knowledge (so-called mathematical content knowledge), (2) knowledge on mathematics pedagogy (so-called pedagogical content knowledge in mathematics) and (3) general pedagogical knowledge. The study shows that in order to develop a comprehensive understanding of modelling and its pedagogical value future teachers need appropriate knowledge and competencies in mathematics, mathematics pedagogy and general pedagogy. The study underlines the central role mathematics pedagogical knowledge plays in the development of professional knowledge of teachers.

Additional Details

Monday, 8 October 2007
4:10 p.m. in Math 103
3:30 p.m. Refreshments in Math Lounge 109

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