Developing Subject Matter Knowledge in Mathematics Middle School Teachers: A Cross-National Study of Teacher Education as a Follow-Up of TIMSS

摘要提案编号：0231886 PI：William Schmidt机构： 密歇根州立大学 发展中学数学教师的学科知识：作为TIMSS后续行动的教师教育跨国研究该项目研究了各国中学数学教师如何通过准备学习教授学科内容。 具体而言，本研究将探讨：（1）所选国家教师培训的总体结构是什么？这项研究将选择六个国家，使用的标准包括TIMSS的高水平成就，具有挑战性的八年级课程，独特的教师准备方法以及“地图”每个国家的教师准备结构。(2)准备教八年级学生的人有机会学习什么数学和教学内容？该项目将在每个国家的教师培训机构中选择一个概率样本，并在其中选择最后一年学习的学生样本，以探索他们的课程经验以及数学和教育学知识。(3)不同的教师培训方法的成本效益如何？预计研究结果将提供一个概念框架，教师准备的比较研究，帮助了解更大的多样性的方法，提供一种方法，指标和分析工具，研究教师准备对未来的候选人的影响，并提供政策见解如何提高中学数学教师的准备。

ABSTRACTProposal number: 0231886 PI: William SchmidtInstitution: Michigan State UniversityTitle: Developing Subject Matter Knowledge in Mathematics Middle School Teachers: A Cross-National Study of Teacher Education as a Follow-up of TIMSSThe project studies in countries how middle school mathematics teachers learn to teach subject matter content as a result of their preparation. Specifically, the study will address: (1) What is the general structure of teacher preparation in the countries selected? The study will select six countries using criteria such as high levels of achievement in TIMSS, challenging 8th grade curricula, distinctive teacher preparation approaches and "map" the structure of teacher preparation in each country. (2) What is the mathematical and pedagogical content those preparing to teach eighth graders have an opportunity to learn? The project will select a probability sample of teacher preparation institutions in each country and within it a sample of students in their last year of study to probe their curriculum experiences and mathematical and pedagogical knowledge. (3) What is the cost-effectiveness of different approaches to teacher preparation?It is anticipated that results from the study will provide a conceptual framework for comparative study of teacher preparation; help understand the greater diversity of approaches; provide a methodology, indicators and analytic tools to study the influence of teacher preparation on prospective candidates; and provide policy insight on how to improve the preparation of middle school mathematics teachers.