Learning from the Eastern and the Western debate: the case of mathematics teacher education

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• 作者：Gabriele Kaiser (1)
  Sigrid Bl?meke (2)
  
• 关键词：Culture in education ; Cultural differences ; Mathematics learning ; Mathematics teachers ; Effectiveness of teacher education ; International study ; Comparative study ; Teacher expertise ; East Asia
• 刊名：ZDM
• 出版年：2013
• 出版时间：March 2013
• 年：2013
• 卷：45
• 期：1
• 页码：7-19
• 全文大小：422KB
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• 作者单位：Gabriele Kaiser (1)
  Sigrid Bl?meke (2)
  
  1. University of Hamburg, Hamburg, Germany
  2. Humboldt University of Berlin, Berlin, Germany
  

文摘

Comparative studies have gained significant influence in the last decades, and school systems of many countries have been revised referring to better results of other countries in international large-scale assessments. Authors of such studies commonly link their interpretations of the results to distinctions between “Eastern-and “Western-cultures, in particular with respect to the consistent and continuing outstanding performance of East Asian learners compared with their Western counterparts. One question is whether the same achievement pattern holds for future teachers and whether similar cultural differences may cause it. International Association for the Evaluation of Educational Achievement’s “Teacher Education and Development Study in Mathematics-(TEDS-M) was the first comparative study that focused on the outcomes of teacher education with standardised testing. In this paper—based on the TEDS-M results—commonalities and differences in the achievement of future teachers from Eastern and Western countries are explored and related to a cultural perspective. Cultural differences between Eastern and Western approaches concerning mathematics, mathematics education and mathematics teachers are analysed with respect to the achievement pattern. The paper closes with reflections on possible consequences concerning the development of teachers-knowledge and teachers-expertise in mathematics education.