Mathematics Teacher Educator Knowledge: What Do We Know and Where to from Here?

Autor/inn/en	Beswick, Kim; Goos, Merrilyn
Titel	Mathematics Teacher Educator Knowledge: What Do We Know and Where to from Here?
Quelle	In: Journal of Mathematics Teacher Education, 21 (2018) 5, S.417-427 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-018-9416-4
Schlagwörter	Mathematics Teachers; Pedagogical Content Knowledge; Teacher Educators; Knowledge Base for Teaching; Teacher Education + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	The knowledge that mathematics teacher educators need has attracted limited but increasing attention in recent years. The papers in this special issue build on emerging themes from that work and raise additional questions that contribute towards a future research agenda in the field. Several of the articles develop conceptualisations of teacher knowledge to apply to mathematics teacher educators, introducing new aspects and drawing attention to unique characteristics of mathematics teacher educators in the process. To some extent the questions these papers raise reflect similar questions in mathematics education more generally but for which the implications for mathematics teacher educators warrant attention. In this paper we review the articles in this special issue and use them as a springboard to examine contemporary developments in the field and posit ways forward for research on mathematics teacher educators' knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01