Comparing different pathways to primary mathematics teaching using teacher competence measurement of the TEDS research program

Abstract Teacher shortages are a major challenge worldwide, especially in mathematics. In response, many countries have implemented measures to recruit graduates from fields other than mathematics teaching for alternative pathways into the teaching profession, offering an alternative fast-track qualification pathway. Such a pathway was implemented in North Rhine-Westphalia (Germany) within the second phase of teacher education—the so-called induction phase—combined with a six-month preparatory phase. As it remains unclear to what extent the teaching proficiency of these out-of-field teachers is comparable to that of teachers from traditional teacher education pathways, a large-scale study was conducted covering alternatively and traditionally educated primary preservice teachers (PSTs) with a focus on mathematics. A sample of 444 alternatively (A-PSTs) and traditionally trained preservice teachers (T-PSTs) was assessed using standardized test instruments developed within the research program stemming from the Teacher Education and Development Study in Mathematics (TEDS-M). The level of mathematical content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) for primary education differed by qualification pathway; with T-PSTs outperforming A-PSTs (medium/large effect sizes for MCK/MPCK). Analyses of learning opportunities that PSTs were or were not exposed to prior to the induction phase indicated the important role of sufficient opportunities to learn before entering the induction phase. The implications for future teacher recruitment initiatives are discussed, highlighting the need to evaluate teachers’ professional competence.