The intended, implemented, and achieved curriculum of mathematics teacher education in the United States
The intended, implemented, and achieved curriculum of mathematics teacher education in the United States
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美国数学教师教育的预期、实施和实现的课程
DOI：
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发表时间：
2018
期刊：
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通讯作者：
Kiril Bankov
中科院分区：
文献类型：
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作者：
M. Tatto;Kiril Bankov
本章的第一部分描述了一个系统的模型的发展，用于比较研究的教师教育计划的课程在数学教师教育和发展研究（TEDS-M）。我们以美国为个案，深入描述了教师教育课程的预期、实施和实现。我们详细介绍了课程分析的结果，为未来的小学和中学教师（或预期的课程）。我们将这些结果与教师教育不同领域的时钟小时数进行对比，并与未来教师对他们学习机会的看法（作为实施课程的指标），以及未来教师毕业时的知识（作为实现课程的指标）。
The first part of this chapter describes the development of a systematic model for the comparative study of the curriculum of teacher education programs used in the Teacher Education and Development Study in Mathematics (TEDS-M). We use the United States as a case study to describe in depth the intended, implemented, and achieved curriculum of teacher education. We present in detail the results of the curriculum analysis for programs preparing future primary and secondary teachers (or the intended curriculum). We contrast these results with the number of clock hours dedicated to different areas of teacher education, and with future teachers’ perception of their opportunities to learn (as indicators of the implemented curriculum), and with future teachers’ knowledge at graduation (as indicators of the achieved curriculum).