The Role of Opportunity to Learn in Teacher Preparation: An International Context

Abstract

This article examines the teacher preparation program learning opportunities afforded future lower secondary mathematics teachers and future elementary teachers who may teach mathematics. Data from U.S. participation in the recent international Teacher Education and Development Study in Mathematics are explored against international profiles to address a critical issue oft cited in the teacher education literature: Given the finite time available, what sort of balance is provided for course work across the areas of mathematics content, mathematics pedagogy, and general pedagogy? Results demonstrated major differences for lower secondary preparation programs in both the types of topics or courses covered and the relative emphasis across the three areas in those countries statistically outperforming the United States in comparison to U.S. programs. Similar but less striking differences were noted among elementary programs. These results should provide important empirical evidence relevant to the ongoing policy dialog concerning identifying the specific content of a quality teacher preparation program.

Effects of Opportunities to Learn in Teacher Education on the Development of Teachers’ Professional Knowledge of French as a Foreign Language

“…OTL can be defined as "the content to which future teachers are exposed as a part of their teacher preparation programs" (Schmidt et al, 2011, p. 140). Schmidt et al (2011) distinguish between four main types of OTL in mathematics TE: mathematics (CK), mathematics pedagogy (PCK), general pedagogy (PK), and practical experiences. Concerning CK and PCK OTL most studies found positive learning effects.…”

“…Several studies show the impact of theoretical courses in TE on teachers' professional knowledge development, mainly in the domain of mathematics (e.g., Blömeke, Buchholtz, Suhl & Kaiser, 2014). According to Schmidt et al (2011), the following opportunities to learn (OTL) during TE might impact teachers' professional knowledge: courses on CK, courses on PCK, courses on PK, and practical experiences. However, to date, the specific contribution of each of these four sources of OTL to the development of PCK, PK, and CK remains unclear.…”

Pre-service teachers’ competence to teach science through information and communication technologies in South Africa

“…The current study opted to use the TPACK instrument, which has been successfully tested and validated in other international studies. TPACK is a framework that has been articulated by several researchers in the field of ICT integration in schools (Mishra & Koehler 2006;Schmidt, Cogan & Houang 2011). The framework is derived from and extends Shulman's (1986) framework on teachers' knowledge for teaching with a special focus on ICTs.…”

A Comparative Study of Three Key Features in the Design and Practice of Teacher Education in the United States and Norway: Part I. Findings from a Study in the United States [VISIONS 2011: Teacher Education]

“…Yet comparative analyses that go beyond looking at models are critical to understanding larger policy issues about the nature of teacher preparation within different national contexts (Hudson & Zgaga, 2008). Although one recent international comparative study has examined the nature of mathematics preparation of preservice teachers (Schmidt, Cogan & Houang, 2011), there are few studies of its kind. No studies have examined the nature of features like vision or coherence within teacher education programs across different national contexts.…”