This article examines the stability of Norwegian prospective preschool teachers’ enjoyment of mathematics and their mathematics-related self-efficacy before, during, and after a teacher-education examination. In addition, ...

The paper presents the challenges of cross-country and cross-cultural research on the motivation to become a mathematics teacher based on data from the “Teacher Education and Development Study in Mathematics (TEDS-M)”. ...

The relation between teacher knowledge and skills and how these were influenced by teacher education was examined with 171 secondary mathematics teachers. Six paper-and-pencil and video tests were applied to assess content ...

Beginning primary teachers’ knowledge and beliefs were assessed at the end of teacher education and 4 years later. In addition, they reported about their school context and job satisfaction and took a video-based assessment ...

This three-year longitudinal study examines which teacher and school characteristics contribute to teachers’ commitment to stay in the profession. 3,000 beginning teachers from Germany, Taiwan and the USA were assessed at ...

Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and stages of preschool ...

I denne longitudinelle studien ble 131 grunnskolelærere (1. til 4. trinn) fulgt opp fra det siste året i lærerutdanningen og gjennom de fire første årene i lærerjobb. Lærerne tok standardiserte tester i matematikk ...

In educational contexts, it is assumed that mathematical competence can be viewed as a trait. However, studies have yet to examine whether mathematical competence is actually a stable personality characteristic or rather ...

This paper addresses an important task teachers face in class: the identification and support of creative and high-achieving students. In particular, we examine whether primary teachers (1) have acquired professional ...