Future teachers' competence to plan a lesson: first results of a six-country study on the efficiency of teacher education

被引：32

作者：

Bloemeke, Sigrid ^{[1
]}

Paine, Lynn ^{[1
]}

Houang, Richard T. ^{[1
]}

Hsieh, Feng-Jui ^{[2
]}

Schmidt, William H. ^{[1
]}

Tatto, M. Teresa ^{[1
]}

Bankov, Kiril ^{[3
]}

Cedilllo, Tenoch ^{[1
]}

Cogan, Leland ^{[4
]}

Il Han, Shin ^{[5
]}

Santillan, Marcella ^{[4
]}

Schwille, John ^{[1
]}

机构：

[1] Michigan State Univ, E Lansing, MI 48824 USA

[2] Natl Taiwan Normal Univ, Taipei, Taiwan

[3] Univ Sofia, Sofia, Bulgaria

[4] Inst Nacl Evaluac Educ, Mexico City, DF, Mexico

[5] Sungkyunkwan Univ, Seoul, South Korea

来源：

ZDM-MATHEMATICS EDUCATION | 2008年 / 40卷 / 05期

基金：

美国国家科学基金会;

关键词：

D O I：

10.1007/s11858-008-0123-y

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The study "Mathematics Teaching in the 21st Century (MT21)'' focuses beyond others on the measurement of teachers' general pedagogical knowledge (GPK). GPK is regarded as a latent construct embedded in a larger theory of teachers' professional competence. It is laid out how GPK was defined and operationalized. As part of an international comparison GPK was measured with several complex vignettes. In the present paper, the results of future mathematics teachers' knowledge from four countries (Germany, South Korea, Taiwan, and the US) with very different teacher-education systems are presented. Significant and relevant differences between the four countries as well as between future teachers at the beginning and at the end of teacher education were found. The results are discussed with reference to cultural discourses about teacher education.

引用

页码：749 / 762

页数：14

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