ABSTRACT

Teacher education is of vital importance for what teachers are capable to do for their pupils, but little is known about student teachers’ pedagogical knowledge. The Didaktik and the curriculum traditions are two main education approaches underpinning formal schooling and teacher education programmes (TEPs) in the Western world. The main difference between the two traditions lies in the content and objectives of teacher education, which are either theoretical or action-oriented. Two questions are addressed quantitatively: How do teacher education programmes and their outcomes vary across Didaktik and curriculum traditions? How do opportunities to learn and beliefs about teaching methods affect mathematical content knowledge (MCK) and mathematical pedagogical content knowledge (MPCK) scores? Empirical data from the Teacher Education and Development Study in Mathematics (TEDS-M) are used, with samples from Norway, Germany, Switzerland, and the US. The study offers alternative explanations for variations of TEPs’ outcomes within the Western world.

摘要

教师教育对于教师能够为学生做些什么至关重要，但对学生教师的教学知识知之甚少。Didaktik和课程传统是支撑西方世界正规学校教育和教师教育计划 (TEP)的两种主要教育方法。两种传统的主要区别在于教师教育的内容和目标，要么是理论型的，要么是行动型的。定量地解决了两个问题：教师教育计划及其成果如何在Didaktik中有所不同和课程传统？学习机会和对教学方法的信念如何影响数学内容知识 (MCK) 和数学教学内容知识 (MPCK) 分数？使用来自数学教师教育和发展研究 (TEDS-M) 的经验数据，样本来自挪威、德国、瑞士和美国。该研究为西方世界 TEP 结果的变化提供了替代解释。