The influence of teacher education on mathematics teaching knowledge: Local implementation of global ideals

Maria Teresa Tatto, Michael Rodriguez, Yang Lu

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)279-331
Number of pages53
JournalInternational Perspectives on Education and Society
Volume27
DOIs
StatePublished - Jan 1 2015

Keywords

  • Globalization
  • Teacher education
  • Teacher policy

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