TY - JOUR
T1 - The influence of teacher education on mathematics teaching knowledge
T2 - Local implementation of global ideals
AU - Tatto, Maria Teresa
AU - Rodriguez, Michael
AU - Lu, Yang
PY - 2015/1/1
Y1 - 2015/1/1
N2 - Are education systems converging toward a global model of teacher education or do local models tend to predominate in spite of attempts to reform them? How much do global, national, and local cultures shape and condition future teachers' opportunities to learn to teach? How do these opportunities influence teachers' pedagogical content knowledge? In this chapter we use data from the IEA's first study of the effectiveness of pre-service teacher education in order to investigate teacher education policy, program structure, and outcomes. Using multilevel modeling we found that across countries individual characteristics have a similar and powerful influence on what future teachers come to know at the end of their pre-service programs. The effects of teacher education curriculum on future teachers' mathematics pedagogical content knowledge reaffirm the prevalence of local cultures on the implementation of an increasingly globalized ideal. We conclude that while the provision of teacher education shares many common features in goals and structure across countries, it is strongly influenced by local conditions and norms, and by cultural notions of the knowledge that is considered essential - framing how quality is to be defined and operationalized - when learning to teach.
AB - Are education systems converging toward a global model of teacher education or do local models tend to predominate in spite of attempts to reform them? How much do global, national, and local cultures shape and condition future teachers' opportunities to learn to teach? How do these opportunities influence teachers' pedagogical content knowledge? In this chapter we use data from the IEA's first study of the effectiveness of pre-service teacher education in order to investigate teacher education policy, program structure, and outcomes. Using multilevel modeling we found that across countries individual characteristics have a similar and powerful influence on what future teachers come to know at the end of their pre-service programs. The effects of teacher education curriculum on future teachers' mathematics pedagogical content knowledge reaffirm the prevalence of local cultures on the implementation of an increasingly globalized ideal. We conclude that while the provision of teacher education shares many common features in goals and structure across countries, it is strongly influenced by local conditions and norms, and by cultural notions of the knowledge that is considered essential - framing how quality is to be defined and operationalized - when learning to teach.
KW - Globalization
KW - Teacher education
KW - Teacher policy
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U2 - 10.1108/S1479-367920140000027004
DO - 10.1108/S1479-367920140000027004
M3 - Article
AN - SCOPUS:84945549500
SN - 1479-3679
VL - 27
SP - 279
EP - 331
JO - International Perspectives on Education and Society
JF - International Perspectives on Education and Society
ER -