Abstract
The overarching goal of mathematics teacher educators is to facilitate the education and life-long learning and professional development of mathematics teachers. Mathematics teacher educators are usually experts in mathematics teaching. However, this expertise is not sufficient - in their profession mathematics teacher educators require special (added) knowledge, skills, attitudes and beliefs. In this chapter, I analyze the state of the art in research in mathematics teacher educators’ proficiency. I pay special attention to the connections between theory and practice of mathematics teacher educators. The chapter includes a review of models of mathematics teacher educators’ knowledge and expertise and explores how these models differ from the models of mathematics teachers’ knowledge and expertise. This analysis is accompanied by examples from mathematics teacher educators’ practices of different kinds.
| Original language | English |
|---|---|
| Title of host publication | International Handbook of Mathematics Teacher Education |
| Subtitle of host publication | Volume 4: The Mathematics Teacher Educator as a Developing Professional, Second Edition |
| Publisher | Brill |
| Pages | 15-33 |
| Number of pages | 19 |
| Volume | 4 |
| ISBN (Electronic) | 9789004424210 |
| ISBN (Print) | 9789004424197 |
| DOIs | |
| State | Published - 1 Jan 2020 |
Bibliographical note
Publisher Copyright:© 2020 by Koninklijke Brill NV, Leiden, The Netherlands.
ASJC Scopus subject areas
- General Social Sciences
- General Mathematics