International Handbook of Mathematics Teacher Education: Volume 4

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 teachers’ 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.

• PrefaceOlive ChapmanList of Figures and TablesMathematics Teacher Educators as Developing Professionals: An IntroductionKim BeswickPart 1: Theories and Conceptualisations of Mathematics Teacher Educators and Their Characteristics1. How Far is the Horizon? Teacher Educators’ Knowledge and Skills for Teaching High School Mathematics TeachersRoza Leikin2. Developing as a Mathematics Teacher Educator: Learning from the Oxford MSc ExperienceSteve Thornton, Nicola Beaumont, Matt Lewis and Colin Penfold3. Theoretical Perspectives on Learning and Development as a Mathematics Teacher EducatorMerrilyn GoosPart 2: Mathematics Teacher Educators Learning in Transitions and through Collaborations4. Theorising Theorising: About Mathematics Teachers’ and Mathematics Teacher Educators’ Energetic LearningLaurinda Brown and Alf Coles5. Mathematics Teacher Educator Collaborations: Building a Community of Practice with Prospective TeachersJudy Anderson and Deborah Tully6. Educating Mathematics Teacher Educators: The Transposition of Didactical Research and the Development of Researchers and Teacher EducatorsMaha Abboud, Aline Robert and Janine Rogalski7. Mathematics Teacher Educators’ Learning through Self-Based MethodologiesOlive Chapman, Signe Kastberg, Elizabeth Suazo-Flores, Dana Cox and Jennifer WardPart 3: Mathematics Teacher Educators Learning from Practice8. Conceptualization and Enactment of Pedagogical Content Knowledge by Mathematics Teacher Educators in Prospective Teachers’ Mathematics Content CoursesAina Appova9. Learning to Be Mathematics Teacher Educators: From Professional Practice to Personal DevelopmentYingkang Wu, Yiling Yao and Jinfa Cai10. Learning with and from TRU: Teacher Educators and the Teaching for Robust Understanding FrameworkAlan 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 Zarkh11. Mathematics Teacher Educators Learning from Efforts to Facilitate the Learning of Key Mathematics Concepts While Modelling Evidence-Based Teaching PracticeJames A. Mendoza Álvarez, Kathryn Rhoads and Theresa Jorgensen12. Mathematics Teaching Development in Higher EducationSimon Goodchild13. Becoming a Mathematics Teacher Educator: Perspectives from Kazakhstan and AustraliaRosemary Callingham, Yershat Sapazhanov and Alibek OrynbassarPart 4: Researching Mathematics Teacher Educators14. Competing Pressures on Mathematics Teacher EducatorsMargaret MarshmanIndex

"Throughout the text, key topics include self-based inquiry methodologies, teacher educators versus "didacticians," collaboration amongprospective 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 text’s international perspective. Summing Up: Recommended." - J. Johnson, in: CHOICE, 58 (7), 2021