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TEDS-M 2008: Qualitative Unterschiede im mathematischen Wissen angehender Primarstufenlehrkräfte

In: Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität

Author

Listed:
  • Martina Döhrmann

    (Universität Vechta)

Abstract

Zusammenfassung Mit der Studie TEDS-M 2008 (Teacher Education and Development Study: Learning to Teach Mathematics) hat die IEA (International Association for Evaluation of Educational Achievement) zum ersten Mal die Lehrerbildung mit einer internationalen Vergleichsstudie in den Blick genommen. TEDS-M hat sich zum Ziel gesetzt, die Mathematiklehrerausbildung für die Primarstufe und die Sekundarstufe I in verschiedenen Ländern zu erfassen und insbesondere unter dem Aspekt ihrer Wirksamkeit zu vergleichen. 17 Länder haben insgesamt an TEDS-M 2008 teilgenommen, 15 mit repräsentativen Stichproben an der Primarstufenstudie, über die hier berichtet werden soll.

Suggested Citation

  • Martina Döhrmann, 2012. "TEDS-M 2008: Qualitative Unterschiede im mathematischen Wissen angehender Primarstufenlehrkräfte," Springer Books, in: Werner Blum & Rita Borromeo Ferri & Katja Maaß (ed.), Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität, edition 127, pages 230-237, Springer.
    • Handle: RePEc:spr:sprchp:978-3-8348-2389-2_24
    DOI: 10.1007/978-3-8348-2389-2_24
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