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The Handbook of Mathematics Teacher Education: Volume 4
The Mathematics Teacher Educator as a Developing Professional
The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes.
Volume 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional. The volume seeks to complement the other three volumes by focusing on knowledge and roles of teacher educators working with teachers in teacher education processes and practices. In this respect it is unique. Chapter authors represent a community of teacher educators world wide who can speak from practical, professional and theoretical viewpoints about what it means to promote teacher education practice.
The volume is in 3 main sections. In the first we focus on Challenges to and Theory in Mathematics Teacher Education. Here authors write from perspectives of theory and/or challenge and relate this to examples and insights from their practice. The second section, Reflection On Developing as a Mathematics Teacher Educator has four autobiographical chapters in which authors delineate their experiences as teacher educators and relate these to theoretical and/or moral standpoints. In Section 3, Working With Prospective and Practising Teachers: What We Learn; What We Come to Know, authors write from perspectives on practiceâin many cases, the practices in which they themselves have engagedâand relate this to theoretical perspectives and rationales for teacher education programmes.
The volume also has an introductory chapter in which the purpose and content of the volume is set out, and a final chapter that syntheses themes and issues from the chapters as a whole, offering an overview of the field and suggesting future directions.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9
VOLUME 2:
Tools and Processes in Mathematics Teacher Education
Dina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0
VOLUME 3:
Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks
Konrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1
VOLUME 4:
The Mathematics Teacher Educator as a Developing Professional
Barbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
Volume 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional. The volume seeks to complement the other three volumes by focusing on knowledge and roles of teacher educators working with teachers in teacher education processes and practices. In this respect it is unique. Chapter authors represent a community of teacher educators world wide who can speak from practical, professional and theoretical viewpoints about what it means to promote teacher education practice.
The volume is in 3 main sections. In the first we focus on Challenges to and Theory in Mathematics Teacher Education. Here authors write from perspectives of theory and/or challenge and relate this to examples and insights from their practice. The second section, Reflection On Developing as a Mathematics Teacher Educator has four autobiographical chapters in which authors delineate their experiences as teacher educators and relate these to theoretical and/or moral standpoints. In Section 3, Working With Prospective and Practising Teachers: What We Learn; What We Come to Know, authors write from perspectives on practiceâin many cases, the practices in which they themselves have engagedâand relate this to theoretical perspectives and rationales for teacher education programmes.
The volume also has an introductory chapter in which the purpose and content of the volume is set out, and a final chapter that syntheses themes and issues from the chapters as a whole, offering an overview of the field and suggesting future directions.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9
VOLUME 2:
Tools and Processes in Mathematics Teacher Education
Dina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0
VOLUME 3:
Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks
Konrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1
VOLUME 4:
The Mathematics Teacher Educator as a Developing Professional
Barbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
"Throughout the text, key topics include self-based inquiry methodologies, teacher educators versus "didacticians," collaboration among prospective and practicing teachers, teaching mathematics to prospective teachers, knowledge needed by teacher educators, and an "urgent call" for additional research. Author teams are composed of mathematics educators from around the world, ensuring the textâs international perspective. Summing Up: Recommended." - J. Johnson, in: CHOICE, 58 (7), 2021
Preface
âOlive Chapman
List of Figures and Tables
Mathematics Teacher Educators as Developing Professionals: An Introduction
âKim Beswick
1. How Far is the Horizon? Teacher Educatorsâ Knowledge and Skills for Teaching High School Mathematics Teachers
âRoza Leikin
2. Developing as a Mathematics Teacher Educator: Learning from the Oxford MSc Experience
âSteve Thornton, Nicola Beaumont, Matt Lewis and Colin Penfold
3. Theoretical Perspectives on Learning and Development as a Mathematics Teacher Educator
âMerrilyn Goos
4. Theorising Theorising: About Mathematics Teachersâ and Mathematics Teacher Educatorsâ Energetic Learning
âLaurinda Brown and Alf Coles
5. Mathematics Teacher Educator Collaborations: Building a Community of Practice with Prospective Teachers
âJudy Anderson and Deborah Tully
6. Educating Mathematics Teacher Educators: The Transposition of Didactical Research and the Development of Researchers and Teacher Educators
âMaha Abboud, Aline Robert and Janine Rogalski
7. Mathematics Teacher Educatorsâ Learning through Self-Based Methodologies
âOlive Chapman, Signe Kastberg, Elizabeth Suazo-Flores, Dana Cox and Jennifer Ward
8. Conceptualization and Enactment of Pedagogical Content Knowledge by Mathematics Teacher Educators in Prospective Teachersâ Mathematics Content Courses
âAina Appova
9. Learning to Be Mathematics Teacher Educators: From Professional Practice to Personal Development
âYingkang Wu, Yiling Yao and Jinfa Cai
10. Learning with and from TRU: Teacher Educators and the Teaching for Robust Understanding Framework
âAlan H. Schoenfeld, Evra Baldinger, Jacob Disston, Suzanne Donovan, Angela Dosalmas, Michael Driskill, Heather Fink, David Foster, Ruth Haumersen, Catherine Lewis, Nicole Louie, Alanna Mertens, Eileen Murray, Lynn Narasimhan, Courtney Ortega, Mary Reed, Sandra Ruiz, Alyssa Sayavedra, Tracy Sola, Karen Tran, Anna Weltman, David Wilson and Anna Zarkh
11. Mathematics Teacher Educators Learning from Efforts to Facilitate the Learning of Key Mathematics Concepts While Modelling Evidence-Based Teaching Practice
âJames A. Mendoza Ãlvarez, Kathryn Rhoads and Theresa Jorgensen
12. Mathematics Teaching Development in Higher Education
âSimon Goodchild
13. Becoming a Mathematics Teacher Educator: Perspectives from Kazakhstan and Australia
âRosemary Callingham, Yershat Sapazhanov and Alibek Orynbassar
14. Competing Pressures on Mathematics Teacher Educators
âMargaret Marshman
Index
âOlive Chapman
List of Figures and Tables
Mathematics Teacher Educators as Developing Professionals: An Introduction
âKim Beswick
Part 1: Theories and Conceptualisations of Mathematics Teacher Educators and Their Characteristics
1. How Far is the Horizon? Teacher Educatorsâ Knowledge and Skills for Teaching High School Mathematics Teachers
âRoza Leikin
2. Developing as a Mathematics Teacher Educator: Learning from the Oxford MSc Experience
âSteve Thornton, Nicola Beaumont, Matt Lewis and Colin Penfold
3. Theoretical Perspectives on Learning and Development as a Mathematics Teacher Educator
âMerrilyn Goos
Part 2: Mathematics Teacher Educators Learning in Transitions and through Collaborations
4. Theorising Theorising: About Mathematics Teachersâ and Mathematics Teacher Educatorsâ Energetic Learning
âLaurinda Brown and Alf Coles
5. Mathematics Teacher Educator Collaborations: Building a Community of Practice with Prospective Teachers
âJudy Anderson and Deborah Tully
6. Educating Mathematics Teacher Educators: The Transposition of Didactical Research and the Development of Researchers and Teacher Educators
âMaha Abboud, Aline Robert and Janine Rogalski
7. Mathematics Teacher Educatorsâ Learning through Self-Based Methodologies
âOlive Chapman, Signe Kastberg, Elizabeth Suazo-Flores, Dana Cox and Jennifer Ward
Part 3: Mathematics Teacher Educators Learning from Practice
8. Conceptualization and Enactment of Pedagogical Content Knowledge by Mathematics Teacher Educators in Prospective Teachersâ Mathematics Content Courses
âAina Appova
9. Learning to Be Mathematics Teacher Educators: From Professional Practice to Personal Development
âYingkang Wu, Yiling Yao and Jinfa Cai
10. Learning with and from TRU: Teacher Educators and the Teaching for Robust Understanding Framework
âAlan H. Schoenfeld, Evra Baldinger, Jacob Disston, Suzanne Donovan, Angela Dosalmas, Michael Driskill, Heather Fink, David Foster, Ruth Haumersen, Catherine Lewis, Nicole Louie, Alanna Mertens, Eileen Murray, Lynn Narasimhan, Courtney Ortega, Mary Reed, Sandra Ruiz, Alyssa Sayavedra, Tracy Sola, Karen Tran, Anna Weltman, David Wilson and Anna Zarkh
11. Mathematics Teacher Educators Learning from Efforts to Facilitate the Learning of Key Mathematics Concepts While Modelling Evidence-Based Teaching Practice
âJames A. Mendoza Ãlvarez, Kathryn Rhoads and Theresa Jorgensen
12. Mathematics Teaching Development in Higher Education
âSimon Goodchild
13. Becoming a Mathematics Teacher Educator: Perspectives from Kazakhstan and Australia
âRosemary Callingham, Yershat Sapazhanov and Alibek Orynbassar
Part 4: Researching Mathematics Teacher Educators
14. Competing Pressures on Mathematics Teacher Educators
âMargaret Marshman
Index
Educational Researchers and their students