East-West · Exploring the Eastern and the Western Debate: the Case of Mathematics Teachers’ Professional Knowledge and Students’ Achievement - A Comparative Study between Germany and China
„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“
- Период
- 2016-02-15 → 2018-02-14
- Финансиране от ЕС
- 159 461 €
- Участници
- 1
- Схема
- MSCA-IF-EF-ST
Линиите свързват координатора с партньорите.
Накратко на български
Професионалните компетенции на учителите по математика в Германия и Китай и влиянието им върху успехите на учениците се сравняват. Това помага за подобряване на учебните програми и подготовката на бъдещите преподаватели в двете страни.
Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.
Резултати накратко
Exploring the Eastern and the Western Debate: the Case of Mathematics Teachers’ Professional Knowledge and Students’ Achievement - A Comparative Study between Germany and China
What is the problem/issue being addressed? The main issue addressed was to compare the characteristics and level of German and Chinese mathematics teachers’ professional competence and its impact on students’ mathematical learning gains. The main focus during the last two years laid on the comparison of mathematics teachers’ professional competence differentiated into the three competence areas (including MCK, MPCK and GPK). Why is it important for society? 1). Understanding of the differences of mathematics achievement between Eastern and Western countries. 2). Suggestions to the reforms of pre-service and in-service mathematics teacher education concerning curriculum and (mathematics) teacher education policy. 3). Recommendations for the revision of mathematics curriculum and its consequences for teacher pre-service and in-service education. What are the overall objectives? 1) How can the professional competence of mathematics teachers in China and Germany be described, how high is the competence in the different knowledge-based sub-domains and situated facets of teachers’ professional noticing and how are these competence facets connected? 2) Which kind of relations between students’ mathematical achievements and their learning gains during a one-year teaching period in both countries and their mathematics teachers’ professional competencies can be identified in China and Germany? 3) How do the Chinese and German societal and cultural contexts contribute to the characteristics of mathematics teachers’ professional competencies, and its connections with students’ mathematical learning gains? 4) From which changes can both educational systems benefit from each other? Which changes should be implemented in order to preserve the strengths of the own educational system and learn from the strengths of the other system?
Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз
Цел на проекта
International comparative studies (e.g., TIMSS or PISA) found that East Asian students outperformed their Western counterparts, which raised the interest in comparative studies between ‘‘Eastern’’ and ‘‘Western’’ cultures significantly. Educational policies in many countries have been revised referring to the results. However, the question how to explain students’ achievement differences referring to the professional competence of the teachers and the teaching-and-learning processes provided by them has not been in the focus of studies. In view of this, the proposed project aims to investigate differences and similarities of mathematics teachers’ professional competence and the relation to students’ learning outcomes in Eastern and Western cultures with Germany being the Western protagonist and China serving as protagonist for Eastern cultures. Approximately 300 mathematics teachers and their students (about 8,500) in China and in Germany will participate in the study. Mathematics teachers’ professional competence will be evaluated using adapted instruments in a previous international comparative project on teachers’ knowledge (TEDS-M) and a follow-up study (TEDS-FU) through the means of web-based and video-based testing. Students’ mathematics achievements and their achievement progress over one year will be evaluated using regular achievement tests at national level in China and at Federal level in Germany. Similarities and differences of Chinese and German mathematics teachers’ professional competence and its connections to students’ mathematics achievements will be analyzed. Social and cultural influences will be further explored for a mutual understanding of the differences and similarities. Based on these results recommendations for the change of German and Chinese teacher education and teacher-in-service-training will be formulated and concrete suggestions will be disseminated broadly. Long-term collaboration with China is in planned following the fellowship
Оригинален текст от CORDIS (на английски).
Участници
- UNIVERSITY OF HAMBURG · HamburgКоординаторГермания
Връзки
Данни: CORDIS, © Европейски съюз