Den hittills största jämförande studien av grundutbildning av lärare i matematik (TEDS-M) rapporterades i dag (15/4) vid Michigan State University. 23 244 blivande lärare från 16 länder har deltagit i studien, däribland Norge men inte Sverige. Bästa resultaten visar lärarstudenterna i Taiwan.
Några citat ur studien ...
We must address this. We can make our mathematics curriculum more demanding instead of a mile wide and an inch deep, but we also need teachers who are well prepared to teach it to all children.
For middle school teachers the top achieving countries on average allocated half of the course taking related specifically to teacher preparation to the study of formal mathematics.
The pool from which the U.S. recruits its future teachers is weak internationally as TIMSS data illustrate. Future teachers as they enter their preparation programs have been exposed to a less demanding curriculum and on average have lower levels of mathematics knowledge than in other countries.
.... we must break the vicious cycle in which we find ourselves – where the weak K-12 mathematics curriculum taught by teachers with an inadequate mathematics background produces high school graduates who are similarly weak.
... some of the U.S. teacher preparation institutions on average produced future teachers at a level commensurate with the level of performance of developing countries such as Botswana.
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