University of Oslo Workshops June 29-30 Conference July 1-3 ...

training without much practical experience in class –, we hypothesize (1) a
multidimensional structure of TK, i.e. low intercorrelations of MCK, MPCK, and GPK as
well as a significantly better model fit of a three-dimensional IRT model compared to a 1-
dimensional model (specified in Mplus with the multiple-group and the complex analysis
type options). We hypothesize (2) that future teachers from programs with equal weight of
mathematics, mathematics pedagogy and general pedagogy will show higher
intercorrelations than future teachers from programs that stressed one of the components.
Our research findings will enrich discussions on teacher education, TK and teacher
expertise. We are not allowed to report results until TEDS-M results are officially released.
Keywords: multidimensional IRT modeling;teacher education;teacher knowledge;teacher
expertise;
Structure of Primary Teacher Education Programs in Spain
Maria Canadas, Universidad de Granada, Spain
Pedro Gomez, Universidad de Granada, Spain
Luis Rico, Universidad de Granada, Spain
Spain is one of the countries involved in TEDS-M 2008. In this paper we explore and describe the
structure of Spanish primary mathematics teacher education programs, through syllabi analysis in
the 48 sampled institutions. The results show that Spanish teacher education programs are diverse
across institutions, but follow a basic structure that emphasizes the teaching of general pedagogy
subjects.
Keywords: education programs; TEDS-M; primary mathematics teacher; syllabi analysis;
Spain.
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