Exploring the Eastern and the Western Debate: the Case of Mathematics Teachers’ Professional Knowledge and Students’ Achievement - A Comparative Study between Germany and China

Información del proyecto

East-West

Identificador del acuerdo de subvención: 658303

DOI

10.3030/658303

Proyecto cerrado

Fecha de la firma de la CE 30 Marzo 2015

Fecha de inicio 15 Febrero 2016

Fecha de finalización 14 Febrero 2018

Financiado con arreglo a

• EXCELLENT SCIENCE - Marie Skłodowska-Curie Actions

Coste total

€ 159 460,80

Aportación de la UE

€ 159 460,80

Coordinado por

UNIVERSITY OF HAMBURG
Germany

Objetivo

International comparative studies (e.g. TIMSS or PISA) found that East Asian students outperformed their Western counterparts, which raised the interest in comparative studies between ‘‘Eastern’’ and ‘‘Western’’ cultures significantly. Educational policies in many countries have been revised referring to the results. However, the question how to explain students’ achievement differences referring to the professional competence of the teachers and the teaching-and-learning processes provided by them has not been in the focus of studies.
In view of this, the proposed project aims to investigate differences and similarities of mathematics teachers’ professional competence and the relation to students’ learning outcomes in Eastern and Western cultures with Germany being the Western protagonist and China serving as protagonist for Eastern cultures. Approximately 300 mathematics teachers and their students (about 8,500) in China and in Germany will participate in the study. Mathematics teachers’ professional competence will be evaluated using adapted instruments in a previous international comparative project on teachers’ knowledge (TEDS-M) and a follow-up study (TEDS-FU) through the means of web-based and video-based testing. Students’ mathematics achievements and their achievement progress over one year will be evaluated using regular achievement tests at national level in China and at Federal level in Germany. Similarities and differences of Chinese and German mathematics teachers’ professional competence and its connections to students’ mathematics achievements will be analyzed. Social and cultural influences will be further explored for a mutual understanding of the differences and similarities. Based on these results recommendations for the change of German and Chinese teacher education and teacher-in-service-training will be formulated and concrete suggestions will be disseminated broadly. Long-term collaboration with China is in planned following the fellowship

Ámbito científico (EuroSciVoc)

• ciencias naturales › informática y ciencias de la información › ciencia de datos
• ciencias sociales › ciencias de la educación › didáctica
• ciencias sociales › psicología
• ciencias naturales › matemáticas

Programa(s)

• H2020-EU.1.3. - EXCELLENT SCIENCE - Marie Skłodowska-Curie Actions PROGRAMA PRINCIPAL
  
• H2020-EU.1.3.2. - Nurturing excellence by means of cross-border and cross-sector mobility
  

Tema(s)

• MSCA-IF-2014-EF - Marie Skłodowska-Curie Individual Fellowships (IF-EF)
  

Régimen de financiación

MSCA-IF-EF-ST - Standard EF

Convocatoria de propuestas

H2020-MSCA-IF-2014

Coordinador

UNIVERSITY OF HAMBURG

• Aportación neta de la UEn: € 159 460,80
• Dirección: MITTELWEG 177 ; 20148 Hamburg ; Alemania
• Región: Hamburg › Hamburg › Hamburg
• Tipo de actividad: Higher or Secondary Education Establishments
• Coste total: € 159 460,80