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International Handbook of Mathematics Teacher Education: Volume 4
The Mathematics Teacher Educator as a Developing Professional (Second Edition)
This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers.
Volume 4, The Mathematics Teacher Educator as a Developing Professional, focuses on the professionalization of mathematics teacher educators, which, since the first Handbook, continues to grow as an important area for investigation and development. It addresses teacher educatorsâ knowledge, learning and practice with teachers/instructors of mathematics. Thus, as the fourth volume in the series, it appropriately attends to those who hold central roles in mathematics teacher education to provide an excellent culmination to the handbook.
Volume 4, The Mathematics Teacher Educator as a Developing Professional, focuses on the professionalization of mathematics teacher educators, which, since the first Handbook, continues to grow as an important area for investigation and development. It addresses teacher educatorsâ knowledge, learning and practice with teachers/instructors of mathematics. Thus, as the fourth volume in the series, it appropriately attends to those who hold central roles in mathematics teacher education to provide an excellent culmination to the handbook.
Kim Beswick is Professor of Mathematics Education and Head of the School of Education at the University of New South Wales. She has published extensively on mathematics teachersâ beliefs and knowledge, and professional learning for teachers of mathematics.
Olive Chapman is Professor of Mathematics Education at the University of Calgary, Canada. She served as editor-in-chief of the Journal of Mathematics Teacher Education and a member of the Board of Directors of the National Council of Teachers of Mathematics.
Olive Chapman is Professor of Mathematics Education at the University of Calgary, Canada. She served as editor-in-chief of the Journal of Mathematics Teacher Education and a member of the Board of Directors of the National Council of Teachers of Mathematics.
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
All interested in prospective mathematics teachersâ education, practising mathematics teachersâ professional development, mathematics educatorsâ professional development, and mathematics education in general.