Professional Development of Mathematics Teacher Educators: Growth through Practice

Orit Zaslavsky, Roza Leikin

    Research output: Contribution to journalArticlepeer-review


    In this paper we present a study conducted within the framework of an in-service professional development program for junior and senior high school mathematics teachers. The focus of the study is the analysis of processes encountered by the staff members, as members of a community of practice, which contributed to their growth as teacher educators. We offer a three-layer model of growth through practice as a conceptual framework to think about becoming a mathematics teacher educator, and illustrate how our suggested model can be adapted to the complexities and commonalities of the underlying processes of professional development of mathematics teacher educators.
    Original languageEnglish
    Pages (from-to)5-32
    Number of pages28
    JournalJournal of Mathematics Teacher Education
    Issue number1
    StatePublished - 1 Mar 2004


    • Faculty Development
    • Mathematics Teachers
    • Teacher Educators
    • Teaching (Occupation)
    • Secondary School Mathematics
    • Mathematics Instruction
    • Inservice Teacher Education
    • Mathematics Education
    • Teacher Improvement
    • Case Studies
    • Educational Practices


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