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Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries
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DOI：10.1016/j.tate.2011.08.006.png)
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Abstract
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First findings of IEA's Teacher Education and Development Study in Mathematics (TEDS-M) had revealed differences in the demographic background, opportunities to learn (OTL), and outcomes of teacher education between student teachers from different countries. Two hypotheses are examined: OTL and teacher background are significant predictors of mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) as outcomes. OTL effects are partly mediated by differential student teacher intake. Data from multi-level models support our hypotheses with respect to gender, high-school achievement, motivation, OTL in mathematics and the mediating effect of student teacher intake. Background affects only MCK but not MPCK. (C) 2011 Elsevier Ltd. All rights reserved.
Keywords:
Teacher education effectiveness
Teacher knowledge
Opportunities to learn
Value-added model
Comparative study
Pre-service teacher education
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