Developing a Comparative Framework for Transformative Self-Studies in [Mathematics] Teacher Education

• In Event: Comparative Insights on Effective Teaching, Teacher Education, and Digital Literacy

Proposal

Relevance

This paper introduces a framework for the comparative self-study of teacher education grounded in ecological and sociocultural approaches. Developed by a network of mathematics teacher educators, this framework examines teacher education systems at macro, meso, and micro levels. The comparative approach enhances understanding of teacher education's ontology and epistemology. Activity systems analysis is used to refine the self-study process, providing insights for organizational learning and transformation across programs. The paper uses the TEDS-M study, a large-scale comparative self-study of teacher education, as an example of the confluence of these approaches. The framework's empirical basis validates the self-study of teacher education, bolstering research reliability and effectiveness, and offers a robust response to external accountability pressures, ultimately strengthening the profession's research foundation.

Research Questions

• How can comparative self-studies develop collaborative, rigorous, and scalable improvements in teacher education?
• How do comparative and ecological approaches and activity systems analysis contribute to developing scalable self-study processes to challenge external accountability regimes in teacher education?
• What principles should be followed by these self-studies to promote fairness and social justice and to help equip future teachers with the knowledge, skills, and dispositions that would enable them to be effective for all students?

Theoretical Framework

The comparative approach is a cornerstone in educational research, allowing for the cross-cultural analysis and understanding of different educational systems. By focusing on conceptual equivalence, researchers can effectively compare and generalize educational outcomes (Farrell,1979). Bronfenbrenner's ecological systems theory complements this by examining the varied environmental influences on teacher education. Furthermore, Engeström's (2001) expansive learning theory offers practical tools for educators to assess and evolve their teaching methodologies critically. These theories provide a multi-layered perspective crucial for advancing teacher education and fostering effective pedagogical strategies.

Mode of Inquiry

Activity systems analysis, particularly the third generation, offers a structured approach to self-study in teacher education by examining the interactions within an educational system. This method utilizes a triangular model encompassing various elements, such as subject, tools, and community, to analyze a single-teacher education program before scaling up to a national and cross-national level. The ultimate goal is to facilitate a comparative study of teacher education across different countries, potentially allowing similar methodologies to be applied in other academic disciplines.

Data Sources

The TEDS-M 2008 study collected comprehensive data from over 20,000 participants across various programs. It supported the conclusion that well-prepared teachers possess solid mathematical knowledge and exhibit growth mindsets, essential for effective teaching at both elementary and secondary levels.

Findings

Engeström's activity system analysis offers a robust framework for examining the dynamics of teacher education program self-study. It illustrates how the TEDS-M study constitutes a viable framework for future studies. Viewing teacher education programs as collective, artifact-mediated activities within a community makes it possible to understand how they evolved historically and are influenced by multiple perspectives. The inherent contradictions within these systems act as catalysts for change, leading to expansive learning that can resolve tensions and transform the educational landscape.

As the following questions suggest, this analytical approach not only aids in comparative self-study but also enriches our comprehension of educational transformations over time.

Who is Learning?

This is a fundamental question in developing a framework for the comparative self-study of teacher education. In the self-study, teacher educators aim to examine their teacher education programs. The TEDS-M study, for instance, revealed significant variability in preparedness for future primary and secondary teachers. It challenged the assumption of a universal preparation model and involved multiple voices from ministries of education, program administrators, teacher educators, and future teachers. Data collection was rigorous, and the TEDS-M network sought to collect and report data, creating a collaborative structure for self-study.

Why Do They Learn?

This motivational question is essential when imagining comparative self-studies of teacher education. In TEDS-M, for example, the study was seen as a pioneering scientific inquiry into the history of teacher education reform and its impact on mathematics teacher preparation, influenced by local and global policies. Teacher educators were committed to exploring whether their programs had effective methods to prepare future teachers to teach mathematics to diverse student populations.

What Do They Learn, and How Do They Use It?

In a comparative self-study, teacher educators inevitably learn deeply about their programs and from their country counterparts, eliciting much learning and contradictions. In the case of the TEDS-M study, the research network developed essential definitions and instruments to analyze and compare intricate learning and teaching dynamics. They established ideal benchmarks for effective mathematics teachers, focusing on inquiry and equity, and examined the cultural, historical, and social elements influencing their training. The objective was to create tools for collecting comparative data to understand knowledge claims and foundational aspects within and across different nations. Notably, the framework asks that teacher educators, through their self-study, learn about:

* The Macro Contexts of Teacher Education. Macro-level elements such as political, social, historical, and socio-economic trends significantly impact teaching and teacher education development, including curriculum design, field experiences, staffing, quality assurance, and accreditation standards.

* The Meso Contexts and Characteristics of Teacher Education. The meso level of teacher education is pivotal in shaping the ethos and practices of educational institutions. It influences the preparation of future educators by emphasizing the importance of cultural, historical, and normative contexts within teacher programs and schools.

* The Micro-Contexts of Learning Experiences of Future Teachers. The micro-level of teacher education focuses on the link between educational programs and the development of future teachers' abilities, impacting their effectiveness in diverse classrooms and student outcomes.

Theoretical Contribution

The paper outlines an original, scalable, rigorous framework for comparative self-studies in teacher preparation programs, particularly in mathematics education. It emphasizes using activity systems analysis to understand the influence of broader contexts on teaching. Validated by the TEDS-M study, this framework responds to the National Research Council's call for diverse research methodologies. It offers a systematic approach for comparative self-study that could extend to other areas of teacher education.

Author

• Maria Teresa Tatto, Arizona State University