ECES is a cross-national study that aims to explore, describe, and analyze the...
ICCS 2016 is the second cycle in the ICCS framework, and the fourth project...
PIRLS 2016 is the fourth in a cycle of international assessments of reading...
TIMSS 2015 is the sixth cycle in the TIMSS framework. Conducted every four years...
ICILS will examine the outcomes of student computer and information literacy...
TEDS-M is a comparative study of primary and secondary mathematics teacher...
Teacher Education and Development Study in Mathematics
The IEA Teacher Education and Development Study in Mathematics (TEDS-M) is a comparative study of primary and secondary mathematics teacher education. It examined how different countries have prepared their teachers to teach mathematics in primary and lower-secondary school.
TEDS-M paid particular attention to links between teacher education policies, practices, and outcomes. By participating in the study, countries were provided with an opportunity to conduct research on their own teacher education system and to learn from the approaches used in other countries. TEDS-M asked several key research questions:
- What is the national policy context for mathematics teacher education?
- What are the main characteristics of mathematics teacher education programs, and how do they vary across countries?
- What is the level of mathematics and related teaching knowledge acquired by prospective primary and secondary mathematics teachers?
An additional smaller study linked to TEDS-M compared the salaries of primary and secondary teachers with those of individuals in other mathematics-oriented professions, such as engineering, scientific research, and accounting, in 20 countries. It also investigated the relationship between what mathematics teachers were paid and how well students performed on international mathematics tests.
TEDS-M surveyed teacher education institutions, educators of future teachers, and future teachers (primary and secondary level).
Participating education systems
Botswana, Canada, Chile, Chinese Taipei, Georgia, Germany, Malaysia, Norway, Oman, Philippines, Poland, Russian Federation, Singapore, Spain, Switzerland (German speaking cantons), Thailand, and United States.
Developmental work on TEDS-M began in 2005. The main data collection was carried out during the period of October 2007–August 2008. The report on teachers' salaries was published in 2009. The international report, international database, and accompanying user guide were released in April 2012. The policy report was released in June 2013, followed by the encyclopedia in October 2013. The technical report will be published in 2013.
The TEDS-M cost study report on teachers' salaries was released to the public in March 2010; the press release includes a summary of the major findings.
The press materials package for the TEDS-M international report provides an overview of the key international study results, as well as participant contact information.
Responsibilities for the international coordination of TEDS-M were divided between Michigan State University (MSU) in the United States (Dr John Schwille, Dr Sharon Senk, and Dr Maria Teresa Tatto) and the Australian Council for Educational Research (ACER) (Dr Lawrence Ingvarson, Mr Ray Peck, and Dr Glenn Rowley). The international study center is located at MSU with Dr Tatto as study director.
The international coordination of the study was carried out in close cooperation with the IEA Secretariat, the IEA Data Processing and Research Center, and the TEDS-M national research coordinators.
Funding for TEDS-M was provided by participating countries, IEA, and the United States National Science Foundation. The international participation fee was USD 30,000 per year, for each of the four years of the project (2006–2009).
Brese, F., & Tatto, M.T. (Eds.). (2012). TEDS-M 2008 user guide for the international database. Amsterdam: IEA.
Carnoy, M., Beteille, T., Brodziak, I., Loyalka, P., & Luschei, T. (2009). Teacher Education and Development Study in Mathematics (TEDS-M): Do countries paying teachers higher relative salaries have higher student mathematics achievement? Amsterdam: IEA.
Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R., & Senk, S.L. (2013). An analysis of teacher education context, structure, and quality-assurance arrangements in TEDS-M countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: IEA.
Schwille, J., Ingvarson, L., & Holdgreve-Resendez, R. (Eds.). (2013). TEDS-M encyclopedia: A guide to teacher education context, structure, and quality assurance in 17 countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: IEA.
Tatto, M.T., Schwille, J., Senk, S.L., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework. Amsterdam: IEA.
Tatto, M.T., Schwille, J., Senk, S.L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M., & Reckase, M. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: IEA.
For information about national reports and other analyses resulting from TEDS-M, please visit National Study Reports.