Copyright Thomas Raupach

Research - TEDS-M

Learning to Teach Mathematics – Teacher Education Study (TEDS-M)


Project leaders:

Project staff:


Duration:        01.01.2006 - 31.12.2010


Funding:         KA 797/14-1





From 2006 until 2008 Germany participated as one of 25 countries in the international comparative  study about the effectiveness of teacher education „Learning to Teach Mathematics – Teacher Education Study (TEDS)“.
TEDS has been carried out under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) as reaction on the TIMSS results. The reason why German was interested to participate in an international comparison study about teacher education was that German teacher education had continuously been criticized although no findings about its effectiveness exist. Repeatedly has been criticized that teacher education is too far from reality, during its first phase unstructured, during the second phase tends to be more an apprenticeship than theory-based, is un-coordinated and finally no separated standards are known.  

However, the elaborate discussions on possible reforms of teacher education  allowed to develop hypotheses about the effectiveness of teacher education taking the example of future mathematics teachers for  the years  4 to 8. The following key research questions were researched:

1. What are the impacts of systemic, institutional and individual conditions of teacher education on the acquisition of the professional competence of future (mathematics) teachers for primary and lower secondary level?

2. Which characteristics of the German teacher education are influential factors on the professional competence of future German teachers when compared internationally?

3. To what extent do differences between the primary and lower secondary level exist?