Teacher Training a Careful Balancing Act
Even as "residency" programs and other hands-on teacher education models flourish, the vexing question of what prospective teachers in the United States should learn in their coursework has gained far less attention in the discourse of international comparisons.
But new evidence suggests that striking the right balance of formal content training with pedagogical methods, particularly in the area of mathematics, is a crucial piece of the training puzzle.
Released in 2010, the United States Teacher Education Study in Mathematics , or TEDS-M, examined teacher preparation in 16 countries. It compared how elementary and middle school teachers were trained, including the distribution of time spent on general pedagogy classes; on math pedagogy classes; and...
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