Policy, Practice, and Readiness to Teach Primary an Secondary Mathematics in 17 Countries
The Teacher Education and Development Study (TEDS-M) is the first cross-national study to use representative samples in order to examine the preparation of future teachers of mathematics at both the primary and secondary school levels. The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA).
This report describes and compares national policies relating to teacher education and documents how the participating 17 countries organize their teacher education provision. The report provides insight not only into the main characteristics of the various tertiary-education programs and their curricula, but also into the opportunities to learn about mathematics and mathematics pedagogy that the program offer their future teachers.