THE NECESSITY AND IMPORTANCE OF PREPARING FUTURE PRIMARY SCHOOL TEACHERS FOR THE TIMSS INTERNATIONAL ASSESSMENT PROGRAM
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Abstrak
This article examines the levels and quality of knowledge acquired by 4th- and 8th-grade students in mathematics and science within the framework of the TIMSS international assessment program. In addition to comparing national education system differences, the study also explores factors related to the content of mathematics and science education in schools, the learning process, institutional resources, teachers’ competencies, and family-related influences on students’ performance.
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