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Full 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.
Contents
Chapter 1. Introduction: The learning and development of mathematics teacher educators.- Part 1: The nature of mathematics teacher educator expertise.- Chapter 2. What do mathematics teacher educators need to know? Reflections emerging from the content of mathematics teacher education.- Chapter 3. Applying the knowledge quartet to mathematics teacher educators: A case study undertaken in a co-teaching context.- Chapter 4. The research mathematicians in the classroom: How their practice has potential to foster student horizon.- Chapter 5. Pedagogical tasks towards extending mathematical knowledge: Notes on the work of teacher educators.- chapter 6. Characterisation of mathematics teacher educators' knowledge in terms of teachers' professional potential and challenging content for mathematics teachers.- Chapter 7. Learning to Teach Mathematics: How secondary prospective teachers describe the different beliefs and practices of their mathematics teacher educators.- Part 2. Learning and developing as a mathematics teacher educator.- Chapter 8. Supporting mathematics teacher educators' growth and development through communities of practice.- Chapter 9. Artifact-enhanced collegial inquiry: Making mathematics teacher educator practice visible.- Chapter 10. Working with awareness as mathematics teacher educators: Experiences to issues to actions.- Chapter 11. Mapping the territory: Using second-person interviewing techniques to narratively explore the lived experience of becoming a mathematics teacher educator.- Chapter 12. From researcher in pure mathematics to primary school mathematics teacher educator.- Chapter 13. Shaping our collective identity as mathematics teacher educators.- Chapter 14. The influence of and interactions between different contexts in the learning and development of mathematics teacher educators.- Chapter 15. Mathematics teacher educators' learning in supporting teachers to link mathematics and workplace situations in classroom teaching.- Chapter 16.Mathematics teacher educators learn from dilemmas and tensions in teaching about/through culturally relevant pedagogy.- Chapter 17. Supporting mathematics teacher educators in China: Challenges and opportunities.- Part 3. Methodological challenges in researching mathematics teacher educator expertise, learning and development.- Chapter 18. What influences mathematics teacher educators' decisions in course design? Activity theory and professional capital as an investigative approach.- Chapter 19. Researching modelling by mathematics teacher educators: Shifting the focus onto teaching practices.- Chapter 20. Mathematics teacher educators within the new technological environments: Changing the perspective.- Part 4. Commentaries.- Chapter 21. Mathematics teacher educator knowledge for teaching teachers.- Chapter 22. Who are we as MTEs - How do we learn and develop?.
