A Comparative International Study of Beliefs of Future Teachers and Their Teacher Educators

• In Event: 77.058 - MTCC Roundtable Session 36
  In Roundtable Session: 77.058-6 - Teaching in a Global Context

Abstract

This study investigates beliefs about teaching and learning mathematics between future primary and secondary teachers, and their teacher educators/professors in Chinese Taipei, Poland, Russian Federation, Singapore, and the United States. The analysis grouped teacher educators and primary and future secondary teachers within institutions within countries and used meta-analysis methods to estimate effects within and across institutions within a country. Significant differences in beliefs about teaching and learning mathematics between future teachers and their educators within and across institutions is explained by future teachers’ opportunities to learn in the areas of mathematics pedagogy, general pedagogy, and field-experiences. Program coherence, mathematics content knowledge, and mathematics pedagogy knowledge moderate the magnitude of differences in beliefs, with important implications for the teacher education curriculum.

Authors

• Maria Teresa Tatto, Arizona State University

• Michael C. Rodriguez, University of Minnesota

• Jose R. Palma Zamora, University of Minnesota

• Kyle Nickodem, University of Minnesota