The learning and development of mathematics teacher educators : international perspectives and challenges
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Bibliographic Information
The learning and development of mathematics teacher educators : international perspectives and challenges
（Research in mathematics education / series editors, Jinfa Cai, James Middleton）
Springer, c2021
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Includes bibliographical references and index
Description and Table of Contents
Description
Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.
Table of Contents
1. Goos & Beswick: Introductory commentary chapter
Part 1: The nature of mathematics teacher educator expertise
2. Andrews, Childs et al.: The Knowledge Quartet: A model for the knowledge base of mathematics teacher educators?
3. Zazkis: Layers of task design towards stronger mathematical knowledge
4. Leikin: Challenging content for mathematics teachers as a major component of mathematics teacher educators' knowledge and expertise
5. Escudero-Avila et al.: Mathematics teachers' educator's knowledge: Identifying profiles of knowledge
6. Marshman: Learning to teach mathematics: How secondary pre-service teachers negotiate the different beliefs and practices of mathematics teacher educators
7. Biza et al.: The research mathematician in the classroom: What makes her practice uniquely enacted?
8. Chick & Muir: Mathematical knowledge and the mathematics teacher educator
Part 2: Learning and developing as a mathematics teacher educator
9. Olanoff et al.: Supporting mathematics teacher educators' growth and development through communities of practice
10. Brown et al.: Working with awareness as mathematics teacher educators
11. Van Zoest & Levin: Making mathematics teacher educator practice visible: A critical component of mathematics teacher educator learning across contexts
12. Bakogiani et al.: Teacher educators' learning in supporting mathematics teachers to integrate workplace issues/ practices into classroom teaching
13. Bissell & Brown: Mapping the territory: Using second-person interviewing techniques to narratively explore the lived experience of becoming a mathematics teacher educator
14. Nolan & Keazer: Culturally relevant to whom? Two mathematics teacher educators learn and teach about/though culturally relevant pedagogy
15. Ingram et al.: The influence of and interactions between different contexts in the learning and development of mathematics teacher educators.
16. Ntow & Adler: An exploration of identity formation: The case of a mathematics teacher educator
17. Wu: Nurturing secondary mathematics teacher educators in China: Challenges and opportunities
18. Anderson et al.: Investigating ways to build communities of practice between pre-service and in-service teachers
19. Sikko & Grimeland: Mathematician or mathematics teacher educator: The transition from pure mathematics research to primary school mathematics teacher educator
20. Osborn et al.: Shaping our collective identity as mathematics teacher educators
21. Chen et al.: Magic math as means of learning and development of a mathematics teacher educator
Part 3: Methodological challenges in researching mathematics teacher educator expertise, learning and development
22. Arzarello & Taranto: Mathematics teacher educators within the new technological environments: Changing the perspective.
23. Oates et al.: What influences mathematics teacher educator's decisions in course design? Activity Theory and Professional Capital as an investigative approach
24. Rojas et al.: Researching modeling by mathematics teacher educators: Moving the focus onto teaching practices
25. Chapman: Commentary chapter
26. Jaworski: Commentary chapter
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