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dc.contributor.authorDelaney, Seán
dc.contributor.authorBlömeke, Sigrid
dc.date.accessioned2019-05-03T13:44:24Z
dc.date.available2019-05-03T13:44:24Z
dc.date.issued2012
dc.identifier.citationBlömeke, S. & Delaney, S. (2012). Assessment of teacher knowledge across countries: A review of the state of research. ZDM 44 (3), 223-247.en
dc.identifier.issn1863-9704
dc.identifier.urihttp://hdl.handle.net/2262/86714
dc.descriptionThe final publication is available at http://www.springerlink.com/content/w7214t0124j75835/. This version may differ in minor ways from the published version.en
dc.description.abstractThis review presents an overview of research on the assessment of mathematics teachers’ knowledge as one of the most important parameters of school quality. Its focus is on comparative and international studies that allow for analyzing the cultural dimensions of teacher knowledge. In a first step, important conceptual frameworks underlying comparative studies of mathematics teachers' knowledge are summarized. Then, key instruments designed to assess the content knowledge and pedagogical content knowledge of future and practicing mathematics teachers in different countries are described. Core results from comparative and international studies are documented, including what we know about factors influencing the development of teacher knowledge and how the knowledge is related to teacher performance and student achievement. Finally, we discuss the challenges connected to cross-country assessments of teacher knowledge and we point to future research prospects.en
dc.language.isoenen
dc.publisherSpringeren
dc.subjectMathematics teacher educationen
dc.subjectcomparative studyen
dc.subjectMathematics content knowledgeen
dc.subjectMathematics pedagogical content knowledgeen
dc.subjectlarge scale assessmenten
dc.titleAssessment of teacher knowledge across countries: A review of the state of researchen
dc.typeJournal Articleen
dc.rights.ecaccessrightsopenAccess


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