The Effect of Teacher Preparation Programs on Future Elementary Mathematics Teachers’ Knowledge With Teacher Education and Development Study in Mathematics (TEDS-M) Data

• In Event: Poster Session 7
  In Poster Session: Impacts of Teacher Policies and Reforms in the United States and International Contexts

Abstract

The purpose of this study is to explore whether teaching candidates’ mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) are associated with their opportunities to learn in teacher preparation programs using data from Teacher Education and Development Study in Mathematics (TEDS-M). More specifically, the study investigated the relationships between elementary teaching candidates’ MCK and MPCK with their opportunities to learn (OTL) in math courses, math methods courses, general pedagogy courses, and student teaching in five countries. The results showed that opportunities to learn in some components of teacher preparation components are more important than OTL in other components and that there are more associations (between OTL and teacher knowledge) in high-performance countries than in low-performance countries.

Authors

• Hong Qian, National Council of State Boards of Nursing

• Peter A. Youngs, University of Virginia