The role of subject-matter content in teacher preparation An international perspective for mathematics

• Published in: Journal of curriculum studies Vol. 49; no. 2; pp. 111 - 131
• Main Authors: Schmidt, William H, Burroughs, Nathan A, Cogan, Leland S, Houang, Richard T
• Format: Journal Article
• Language: English
• Published: Routledge 04.03.2017
• Subjects: Achievement Tests; Bildungspolitik; Comparative Analysis; Curriculum; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Foreign Countries; International Assessment; International Education; international education (teacher); Internationalität; Lehrerbildung; Mathematics Achievement; Mathematics Instruction; Mathematics Teachers; Mathematics Tests; Mathematik; Preservice Teachers; Science Achievement; Science Tests; Secondary School Teachers; Teacher Education; Teacher education (mathematics); teacher education curriculum; Teacher Education Programs; Teacher Surveys
• ISSN: 0022-0272; 1366-5839; 1366-5839
• DOI: 10.1080/00220272.2016.1153153

International comparative studies in education provide a fresh perspective on K-12 education policy by enabling countries to learn from each other's approaches. The recently conducted Teacher Education and Development Study-Mathematics provides a worldwide lens by which to examine the role of subject-matter in the preparation of US teachers of mathematics for primary and lower secondary students. More specifically, a previous study looking at the international top-performing teacher preparation programmes identified a common set of learning experiences (topics/content) related to mathematics. This empirically derived international benchmark is used in this paper to examine the quality of the mathematics preparation of future US teachers in various university and college programmes.