International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn

Chapter 1 Framing the Enterprise: Benefits and Challenges of International Studies on Teacher Knowledge and Teacher Beliefs—Modeling Missing Links

Chapter 2 Theoretical Framework, Study Design and Main Results of TEDS-M

Chapter 3 Learning About and Improving Teacher Preparation for Teaching Mathematics from an International Perspective

Chapter 4 Knowledge of Future Primary Teachers for Teaching Mathematics: An International Comparative Study

Chapter 5 Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge

Chapter 6 In-depth Analyses of Different Countries’ Responses to MCK Items: A View on the Differences Within and Between East and West

Chapter 7 Why Did Taiwan Excel: Hot Topics and Pressing Issues

Chapter 8 The Preparation of Primary Mathematics Teachers in Singapore: Programs and Outcomes from the TEDS-M Study

Chapter 9 Teacher Education Effectiveness: Quality and Equity of Future Primary and Future Lower Secondary Teachers’ General Pedagogical Knowledge

Chapter 10 The Cultural Dimension of Beliefs: An Investigation of Future Primary Teachers’ Epistemological Beliefs Concerning the Nature of Mathematics in 15 Countries

Chapter 11 The Cultural Notion of Teacher Education: Future Lower Secondary Teachers’ Beliefs on the Nature of Mathematics, the Learning of Mathematics and Mathematics Achievement

Chapter 12 The Cultural Notion of Teacher Education: Comparison of Lower-Secondary Future Teachers’ and Teacher Educators’ Beliefs

Chapter 13 An Examination of Future Primary Teachers Attitudes About the Teaching of Mathematics: An International Perspective

Chapter 14 Homogeneity or Heterogeneity? Profiles of Opportunities to Learn in Primary Teacher Education and Their Relationship to Cultural Context and Outcomes

Chapter 15 Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries

Chapter 16 Primary Teacher Preparation in the United States: What We Have Learned

Chapter 17 Emphasis and Balance among the Components of Teacher Preparation: The Case of Lower-Secondary Mathematics Teacher Education

Chapter 18 Greater Expectations in Lower Secondary Mathematics Teacher Preparation: An Examination of Future Teachers’ Opportunity to Learn Profiles

Chapter 19 Does School Experience Matter for Future Teachers’ General Pedagogical Knowledge?

Chapter 20 The Conceptualisation of Mathematics Competencies in the International Teacher Education Study TEDS-M

Chapter 21 A Conceptualization of Indicators for Mathematics Teacher Education Quality for International Studies

Chapter 22 Diagnosing Teacher Knowledge by Applying Multidimensional Item Response Theory and Multiple-Group Models

Chapter 23 Are College Rankings an Indicator of Quality Education? Comparing Barron’s and TEDS-M

Chapter 24 Learning from the Eastern and the Western Debate—The Case of Mathematics Teacher Education