scholarly journals Correction to: Book Review: A direct link between the language of mathematics and teacher preparation programs. Patrick M. Jenlink (Ed.) (2020) The language of mathematics: how the teacher’s knowledge of mathematics affects instruction

2021 ◽  
Author(s):  
Fardowsa M. Mahdi
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Direct Link ◽  
Preparation Programs ◽  
Teacher's Knowledge

Book Review of Learning Through Teaching Mathematics

2011 ◽  
Vol 42 (5) ◽  
pp. 521-527
Author(s):  
Keith Weber ◽  
Kathryn Rhoads
Keyword(s):  
Teacher Preparation ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Teacher Preparation Programs ◽  
Development Programs ◽  
Preparation Programs ◽  
Knowledge For Teaching ◽  
Beliefs And Practice

Understanding what mathematics teachers know, what they need to know about mathematics, and how that knowledge is learned are important goals in mathematics education. Research on mathematics teacher knowledge can be divided into two categories: (a) what knowledge mathematics teachers have or need to have to teach effectively (e.g., Hill, Rowan, & Ball, 2005; Kahan, Cooper, & Bethea, 2003), and (b) how teachers' mathematical knowledge for teaching can be developed (e.g., Bell, Wilson, Higgins, & McCoach, 2010; Proulx, 2008). This book describes research of the second type. To date, research in this area has focused primarily on how mathematical knowledge develops in university or researcher-led teacher preparation or professional development programs. This book is novel in that it concerns how and what teachers learn through the process of teaching itself. In his contribution to this book, Ron Tzur (chapter 3) lays out three reasons why this research is essential. First, he argues, teacher preparation programs simply do not contain enough time for teachers to learn all they need to know, so teachers' learning through teaching is essential. Second, for teachers to develop knowledge of how students think about mathematics and how students receive mathematical lessons, teachers must have classroom experience. Third, the experiences that teachers encounter when teaching have the potential to give rise to meaningful changes in their beliefs and practice.

Assessing and Evaluating Teacher Preparation Programs

2014 ◽  
Author(s):  
Frank C. Worrell ◽  
Mary M. Brabeck ◽  
Carol Anne Dwyer ◽  
Kurt F. Geisinger ◽  
Ronald W. Marx ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs

A Comparison of Secondary Chemistry Courses and Chemistry Teacher Preparation Programs in Iowa and Saint Petersburg, Russia

2001 ◽  
Vol 78 (9) ◽  
pp. 1275 ◽  
Author(s):  
Maria S. Pak ◽  
Antony N. Lyovkin ◽  
Michael J. Sanger ◽  
Erik L. Brincks ◽  
Amy J. Phelps
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Chemistry Teacher ◽  
Preparation Programs ◽  
Secondary Chemistry ◽  
Saint Petersburg

scholarly journals Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?

2015 ◽  
Vol 10 (4) ◽  
pp. 508-534 ◽  
Author(s):  
Cory Koedel ◽  
Eric Parsons ◽  
Michael Podgursky ◽  
Mark Ehlert
Keyword(s):  
Teacher Preparation ◽  
Teacher Effectiveness ◽  
Teacher Quality ◽  
Teacher Performance ◽  
Teacher Preparation Programs ◽  
Preparation Programs

We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

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