Building the culture of evidence-based practice in teacher preparation for mathematics teaching

Project Information

Year Funded:2010
Grant (ex GST):$220,000
Project Status:Ongoing
Project Reference:PP10-1638
Program:Priority Projects
Project Keywords:Developing best practice culture, Evidence-based improvement, Mathematics education, Pre-service teacher education

Lead Institution

University of Tasmania
University of Tasmania

Partner Institutions

Charles Darwin University, Flinders University, Murdoch University, The University of Melbourne, The University of Queensland, University of New England

Project Team

Associate Professor Rosemary Callingham (Project Leader), Professor Merrilyn Goos, Dr Pep Serow, Professor Stephen Tobias, Associate Professor Helen Chick, Dr Julie Clark, Mr Barry Kissane, Mr Stephen Thornton, Associate Professor Kim Beswick, Ms Eve Croeser

Abstract

This project addresses a key identified need in Australia: the provision of quality teachers of mathematics at all levels of the pre-tertiary system through evidence-based improvement of pre-service teacher education programs. It is timely in view of the recent development of national standards for Graduate Teachers and calls for greater accountability for tertiary institutions. The project will provide tools for universities to monitor their mathematics education courses in terms of students' outcomes, and processes to bring about changes based on the evidence collected. It will provide guidance to teacher education institutions about effective programs and a model for other disciplines to develop accountability tools. Ultimately, the project will contribute to a national culture of evidence-based tertiary pre-service teacher education programs.

Resources

Culture of Evidence-based Mathematics Education for New Teachers (CEMENT)

Rosemary Callingham, Kim Beswick
University of Tasmania
2013
University of Tasmania
Charles Darwin University, Flinders University, Murdoch University, The University of Melbourne, The University of Queensland, University of New England
Final report Download Document (2.28 MB)

The information on this project's page was updated 18 December, 2013.

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