Modeling and Measuring Competencies in Higher Education
Tasks and Challenges
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Sigrid Blömeke
English
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Article
Introduction to the issue on Empirical research on mathematics teachers and their education
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Opportunity to learn in the preparation of mathematics teachers: its structure and how it varies across six countries
Cross-national research studies such as the Program for International Student Assessment and the Third International Mathematics and Science Study (TIMSS) have contributed much to our understandings regarding ...
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Effectiveness of teacher education
Teacher-education research lacks a common theoretical basis, which prevents a convincing development of instruments and makes it difficult to connect studies to each other. Our paper models how to measure effe...
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Future teachers’ competence to plan a lesson: first results of a six-country study on the efficiency of teacher education
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...
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Epistemological beliefs concerning the nature of mathematics among teacher educators and teacher education students in mathematics
Beliefs constitute a central part of a person’s professional competences as beliefs are crucial to the perception of situations and as they influence our choice of actions. The present article focuses on epist...
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The conceptualisation of mathematics competencies in the international teacher education study TEDS-M
The main aim of the international teacher education study Teacher Education and Development Study in Mathematics (TEDS-M), carried out under the auspices of the International Association for the Evaluation of ...
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Assessment of teacher knowledge across countries: a review of the state of research
This review presents an overview of research on the assessment of mathematics teachers’ knowledge as one of the most important parameters of the quality of mathematics teaching in school. Its focus is on compa...
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Future teachers’ general pedagogical knowledge from a comparative perspective: does school experience matter?
General pedagogical knowledge (GPK) is a central component of teacher knowledge. Teacher education programs in many countries therefore provide corresponding opportunities to learn (OTL), and in-school experie...
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Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes
The curriculum of teacher education has been described as heterogeneous across countries and influenced by the context in which it is implemented. The present study investigates this potential heterogeneity by...
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Book
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Chapter
Modeling and Measuring Competencies in Higher Education
Measuring competencies acquired in higher education has to be regarded as a widely neglected research field. The progress made in empirical research on the school system since the 1990s – for example, through ...
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The Challenges of Measurement in Higher Education
In 2008, a comparative study was carried out that focused on the outcomes of teacher education with standardized testing. Representative samples of primary and secondary mathematics teachers in their final yea...
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Learning from the Eastern and the Western debate: the case of mathematics teacher education
Comparative studies have gained significant influence in the last decades, and school systems of many countries have been revised referring to better results of other countries in international large-scale ass...
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INTRODUCTION TO THIS SPECIAL ISSUE
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WHEN IS A SCHOOL ENVIRONMENT PERCEIVED AS SUPPORTIVE BY BEGINNING MATHEMATICS TEACHERS? EFFECTS OF LEADERSHIP, TRUST, AUTONOMY AND APPRAISAL ON TEACHING QUALITY
This study examines the hypothesis that the more support beginning mathematics teachers perceive and the better they evaluate the management of their school, the higher their teaching quality is. Indicators of...
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ASSESSING STRENGTHS AND WEAKNESSES OF TEACHER KNOWLEDGE IN ASIA, EASTERN EUROPE, AND WESTERN COUNTRIES: DIFFERENTIAL ITEM FUNCTIONING IN TEDS-M
The “Teacher Education and Development Study in Mathematics” assessed the knowledge of primary and lower-secondary teachers at the end of their training. The large-scale assessment represented the common denom...
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Book
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Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries
First findings of IEA’s “Teacher Education and Development Study in Mathematics (TEDS-M)” had revealed differences in the demographic background, prior knowledge, opportunities to learn (OTL), and outcomes of ...
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Chapter
Assessment of Teacher Knowledge Across Countries: A Review of the State of Research
This review presents an overview of research on the assessment of mathematics teachers’ knowledge as one of the most important parameters of the quality of mathematics teaching in school. Its focus is on compa...
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Framing the Enterprise: Benefits and Challenges of International Studies on Teacher Knowledge and Teacher Beliefs—Modeling Missing Links
This book presents a collection of the most important papers that examined—based on data from the “Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M)”—the outcomes of mathematics t...
