The Regimes of Teacher Beliefs From a Comparative and International Perspective

• In Event: Educational Trajectories: Effects of Social Class and “Significant Others”

Abstract

This article uses the TEDS-M database to explore the support level for progressive and traditional pedagogical beliefs regarding math instruction of lower secondary pre-service teachers in 12 countries. We explore to what degree progressive and traditional beliefs in math instruction have spread across these countries and analyze if certain cultural values at the national level, measured by the Hofstede’s cultural dimension indexes of Individualism (IDV) and Power Distance (PDI), predict the level of support for traditional beliefs in each country. Our results show that the progressive beliefs are overwhelmingly supported in the 12 countries. Furthermore, we found that the pre-service teachers from countries with high tolerance for power inequalities are more likely to support the traditional beliefs.

Authors

• Pablo Fraser, The Pennsylvania State University

• Sakiko Ikoma, The Pennsylvania State University