Skip to main content

Advertisement

SpringerLink
Log in

Future teachers’ competence to plan a lesson: first results of a six-country study on the efficiency of teacher education

  • Original Article
  • Published:
ZDM Aims and scope Submit manuscript

Abstract

The study "Mathematics Teaching in the 21st Century (MT21)" focuses beyond others on the measurement of teachers’ general pedagogical knowledge (GPK). GPK is regarded as a latent construct embedded in a larger theory of teachers’ professional competence. It is laid out how GPK was defined and operationalized. As part of an international comparison GPK was measured with several complex vignettes. In the present paper, the results of future mathematics teachers’ knowledge from four countries (Germany, South Korea, Taiwan, and the US) with very different teacher-education systems are presented. Significant and relevant differences between the four countries as well as between future teachers at the beginning and at the end of teacher education were found. The results are discussed with reference to cultural discourses about teacher education.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

References

  • Aebli, H. (1983). Zwölf Grundformen des Lehrens. Eine Allgemeine Didaktik auf psychologischer Grundlage. Stuttgart: Klett.

    Google Scholar 

  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E. & Pintrich, P. R. (Hrsg.) (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.

  • Anderson-Levitt, K. M. (2002). Teaching culture as national and transnational: A response to Teachers’ work. Educational Researcher, 31(3), 19–21.

    Article  Google Scholar 

  • Ausubel, D. P. (1968). Educational psychology A cognitive view. New York: Holt, Rinehardt & Winston.

    Google Scholar 

  • Baartman, L. K. J., Bastiaens, Th J., Kirschner, P. A., & Van Der Vleuten, C. P. M. (2007). Evaluating Assessment Quality in Competence-Based Education. A Qualitative Comparison of Two Frameworks. Educational Research Review, 2(2), 114–129.

    Article  Google Scholar 

  • Berger, P. L., & Luckmann, T. (1967). The social construction of reality: A treatise in the sociology of knowledge. New York: Anchor Books.

    Google Scholar 

  • Berliner, D. C. (2004). Describing the Behavior and Documenting the Accomplishments of Expert Teachers. Bulletin of Science Technology & Society, 24(3), 200–212.

    Article  Google Scholar 

  • Birenbaum, M. (2003). New Insights into Learning and Teaching and their Implications for Assessment. In M. Seegers, F. J. R. C. Dochy & E. Cascallar (Eds.), Optimizing New Modes of Assessment. In Search of Qualities and Standards (pp. 13–36). Dordrecht: Kluwer.

    Chapter  Google Scholar 

  • Bishop, A. J. (1991). Mathematical Enculturation. A Cultural Perspective on Mathematics Education. Dordrecht: Kluwer.

    Google Scholar 

  • Blömeke, S. & Paine, L. (2008). Getting the fish out of the water: Considering benefits and problems of doing research on teacher education at an international level. Teaching and Teacher Education (in press).

  • Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Borsboom, D., Mellenbergh, G. J., & van Heerden, J. (2004). The concept of validity. Psychological Review, 111, 1061–1071.

    Article  Google Scholar 

  • Broadfoot, P. (1996). Education, Assessment and Society. A Sociological Analysis. Buckingham: Open University Press.

    Google Scholar 

  • Bromme, R. (1997). Kompetenzen, Funktionen und unterrichtliches Handeln des Lehrers. In F.E. Weinert (Hrsg.), Psychologie des Unterrichts und der Schule (S. 177–212). Göttingen: Hogrefe.

  • Brophy, J. E. (1999): Teaching. IBE (=Educational Practices Series; 1): Brussels.

  • Clarke, D. (2003). International Comparative Research in Mathematics Education. In Bishop, A. J., Clements, M. A., Keitel, Ch., Kilpatrick, J. & Leung, F. K. S. (Hrsg.). Second International Handbook of Mathematics Education. Kluwer, Dordrecht, pp. 143–184.

  • Cronbach, L. J., Linn, R. L., Brennan, R. L., & Haertel, E. H. (1997). Generalizability, analysis for Performance Assessments of Student Achievement or School Effectiveness. Educational and Psychological Measurement, 57, 373–399.

    Article  Google Scholar 

  • Cummings, W. K. (1999). The institutions of education: Compare, compare, compare!. Comparative Education Review, 43(4), 413–437.

    Article  Google Scholar 

  • Dahrendorf, R. (1965). Bildung ist Bürgerrecht. Plädoyer für eine aktive Bildungspolitik. Hamburg: Nannen.

    Google Scholar 

  • Dierick, S., & Dochy, F. J. R. C. (2001). New lines in edumetrics. new forms of assessment lead to new assessment criteria. Studies in Educational Evaluation, 27, 307–329.

    Article  Google Scholar 

  • Dochy, F., Gijbels, D., & Segers, M. (2006). Learning and the Emerging New Assessment Culture. In L. Verschaffel, F. Dochy, M. Boekaerts & S. Vosniadou (Eds.), Instructional Psychology: Past, Present and Future Trends (pp. 191–206). Oxford: Elsevier.

    Google Scholar 

  • Dupriez, V., Dumay, X., & Vause, A. (2008). How do school systems manage pupils’ heterogeneity? Comparative Education Review, 52(2), 245–273.

    Article  Google Scholar 

  • Educational Testing Service (ETS). (2005). The Praxis Series. Principles of Learning and Teaching: Grades 5–9 (0523). Princeton, NJ: ETS.

    Google Scholar 

  • Eraut, M. (1994). Developing Professional Knowledge and Competence. London: Routledge Falmer.

    Google Scholar 

  • Fraser, B. J., Walberg, H. J., Welch, W. W., & Hattie, J. A. (1987). Syntheses of educational productivity research. International Journal of Educational Research, 11, 145–252.

    Article  Google Scholar 

  • Ham, S.-H., Kim, R.-Y. & Tanner, P. (2008). Taking Beliefs and Knowledge Seriously: The Problems of Language and Scaling in Alternative Methods for Comparative Research on Teacher Knowledge. Paper presented at CIES 2008 in New York.

  • Hambleton, R. K. (1996). Advances in Assessment Models, Methods and Practices. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 899–925). New York: Macmillan.

    Google Scholar 

  • Hanushek, E. A., & Wößmann, L. (2006). Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries. Economic Journal, 116(510), 63–73.

    Article  Google Scholar 

  • Hill, H. C., Ball, D. L., Sleep, L., & Lewis, J. M. (2007). Assessing Teachers’ Mathematical Knowledge: What Knowledge Matters and What Evidence Counts? In F. Lester (Ed.), Handbook for Research on Mathematics Education (2nd edn) (pp. 111–155). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Hopmann, St. & Riquarts, K. (1995): Didaktik and/or Curriculum. Basic problems of comparative didaktik. In Hopmann, St. & Riquarts, K. (Eds.): Didaktik and/or curriculum. Kiel: IPN 1995, pp. 9–40.

  • Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130–144.

    Article  Google Scholar 

  • König, J., & Blömeke, S. (2007). Proposal to Conceptualize the General Pedagogy Knowledge in TEDS-M. Berlin: Humboldt-Universität.

    Google Scholar 

  • König, J. & Blömeke, S. (2008). Fachübergreifendes Wissen von angehenden Lehrkräften: Wie kann es getestet werden und welche Struktur hat es? (submitted).

  • Kozol, J. (2006). The Shame of the Nation. The Restoration of apartheid in Schooling in America. New York: Random House.

    Google Scholar 

  • Krauss, St., Kunter, M., Brunner, M., Baumert, J., Blum, W., Neubrand, M. et al. (2004). COACTIV. Professionswissen von Lehrkräften, kognitiv aktivierender Mathematikunterricht und die Entwicklung von mathematischer Kompetenz. In J. Doll & M. Prenzel (Hrsg.), Bildungsqualität von Schule. Lehrerprofessionalisierung, Unterrichtsentwicklung und Schülerförderung als Strategien der Qualitätsverbesserung (S. 31–53). Waxmann:Münster.

  • Krennerich, M. (2003). Demokratie in Lateinamerika. Eine Bestandsaufnahme nach der Wiedergeburt vor 25 Jahren. Aus Politik und Zeitgeschichte (B38–39).

  • Lampert, M. (2001). Teaching Problems and the Problems of Teaching. New Haven: Yale University Press.

    Google Scholar 

  • Lancaster, R. (2005). Text, subtext, and context: Strategies for reading alliance theory. American Ethnologist, 32(1), 22–27.

    Article  Google Scholar 

  • LeTendre, G. K., Hofer, B. K., & Shimizu, H. (2003). What is tracking? Cultural expectations in the United States, Germany and Japan. American Educational Research Journal, 40(1), 43–89.

    Article  Google Scholar 

  • McDonald, J. P. (1992). Teaching: Making sense of an uncertain craft. New York: Teachers College Press.

    Google Scholar 

  • Messick, S. (1995). Validity of psychological assessment. Validation of Inferences from Persons’ Responses and performances as scientific inquiry into score meaning. American Psychologist, 50, 741–749.

    Article  Google Scholar 

  • Messick, S. (1996). Validity of Performance Assessments. In G. Philips (Ed.), Technical Issues in Large-Scale Performance Assessment (pp. 1–18). Washington, DC: National Center for Education Statistics.

    Google Scholar 

  • Mullis, I. V. S., Martin, M. O., Smith, T. A., Garden, R. A., Gregory, K. D., Gonzalez, E. J., et al. (2003). TIMSS Assessment Frameworks and Specifications 2003 (2nd edn). Boston College: Chestnut Hill.

    Google Scholar 

  • PACT Consortium (2005). Performance Assessment for California Teachers (Ms.). Letzter Zugriff 17.11.2008, unter http://www.pacttpa.org/.

  • Picht, G. (1964). Die deutsche Bildungskatastrophe. Analyse und Dokumentation. Olten: Walter.

    Google Scholar 

  • Postlethwaite, N. T. (1967). School Organization and Student Achievement. A Study Based on Achievement in Mathematics in Twelve Countries. Stockholm: Almqvist and Wiksell.

    Google Scholar 

  • Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning. Educational Researcher, 29, 4–15.

    Google Scholar 

  • Sabers, D. S., Cushing, K. S., & Berliner, D. C. (1991). Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal, 28(1), 63–88.

    Google Scholar 

  • Scheerens, J., & Bosker, R. J. (1997). The Foundations of Educational Effectiveness. Oxford: Pergamon.

    Google Scholar 

  • Riedel, S. (2005). Die Erfindung der Balkanvölker. Identitätspolitik zwischen Konflikt und Integration. Wiesbaden: VS.

  • Schmidt, W.H., Tatto, M.T., Bankov, K., Blömeke, S., Cedillo, T., Cogan, L., Han, S.-I., Houang, R., Hsieh, F.-J., Paine, L., Santillan, M.N. & Schwille, J. (2007). The Preparation Gap: Teacher Education for Middle School Mathematics in Six Countries—Mathematics Teaching in the 21st Century (MT21). East Lansing, MI: MSU [letzter Zugriff 12.12.2007, unter http://usteds.msu.edu/related_research.asp].

  • Schutz, A. (1967). The phenomenology of the social world (G. Walsh & F. Lehnert, Trans.). Evanston, IL: Northwestern University Press.

    Google Scholar 

  • Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499.

    Article  Google Scholar 

  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Havard Educational Research, 57, 1–22.

    Google Scholar 

  • Slavin, R. E. (1994). Quality, appropiateness, incentive, and time: A model of instructional effectiveness. International Journal of Educational Research, 21, S141–S157.

    Article  Google Scholar 

  • Spencer, L. M., & Spencer, S. M. (1993). Competence at Work. Models for Superior Performance. New York: Wiley.

    Google Scholar 

  • Stark, R., & Mandl, H. (2000). Das Theorie-Praxis-Problem in der pädagogisch-psychologischen Forschung–ein unüberwindbares Transferproblem? (Forschungsbericht Nr. 118). München: LMU, Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.

    Google Scholar 

  • Taconis, R., Van der Plas, P., & Van der Sanden, J. (2004). The development of professional competencies by educational assistants in school-based teacher education. European Journal of Teacher Education, 27, 215–240.

    Article  Google Scholar 

  • Tulodziecki, G., Herzig, B., & Blömeke, S. (2004). Gestaltung von Unterricht. Eine Einführung in die Didaktik. Bad Heilbrunn Braunschweig: Klinkhardt Westermann.

    Google Scholar 

  • Weinert, F.E. (2001). Concept of Competence: A Conceptual Clarification. In D.S. Rychen & L.H. Salganik (Hrsg.), Defining and Selecting Key Competencies (S. 45–66). Göttingen: Hogrefe.

  • Westbury, I. D. (1995): Didaktik and curriculum theory. Are they the two sides of the same coin? In Hopmann, St. Riquarts, K. (eds.): Didactik and/or curriculum. Kiel: IPN 1995, pp. 233–263.

  • Wiggan, G. (2007). Race, school achievement, and educational inequality: Toward a student-based inquiry perspectives. Review of Educational Research, 77, 310–333.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Michigan State University, East Lansing, MI, USA

    Sigrid Blömeke, Lynn Paine, Richard T. Houang, William H. Schmidt, M. Teresa Tatto, Tenoch Cedilllo & John Schwille

  2. National Taiwan Normal University, Taipei, Taiwan

    Feng-Jui Hsieh

  3. University of Sofia, Sofia, Bulgaria

    Kiril Bankov

  4. Instituto Nacional para la Evaluacion de la Educacion (INEE), Mexico-City, Mexico

    Leland Cogan & Marcella Santillan

  5. SungKyunKwan University, Seoul, South Korea

    Shin Il Han

Authors
  1. Sigrid Blömeke
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lynn Paine
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Richard T. Houang
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Feng-Jui Hsieh
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. William H. Schmidt
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. M. Teresa Tatto
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Kiril Bankov
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. Tenoch Cedilllo
    View author publications

    You can also search for this author in PubMed Google Scholar

  9. Leland Cogan
    View author publications

    You can also search for this author in PubMed Google Scholar

  10. Shin Il Han
    View author publications

    You can also search for this author in PubMed Google Scholar

  11. Marcella Santillan
    View author publications

    You can also search for this author in PubMed Google Scholar

  12. John Schwille
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sigrid Blömeke.

Additional information

MT21 has been funded by the National Science Foundation (NSF), REC 0231886.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Blömeke, S., Paine, L., Houang, R.T. et al. Future teachers’ competence to plan a lesson: first results of a six-country study on the efficiency of teacher education. ZDM Mathematics Education 40, 749–762 (2008). https://doi.org/10.1007/s11858-008-0123-y

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11858-008-0123-y

Keywords

Search

Navigation