Overview
- Surveys an emerging field of inquiry in the development of mathematics teacher educators
- Combines the work of established scholars with perspectives of newcomers to the field
- Highlights issues in the development of mathematics teacher educators in different countries
- Examines the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics
Part of the book series: Research in Mathematics Education (RME)
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Table of contents (23 chapters)
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Front Matter
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The Nature of Mathematics Teacher Educator Expertise
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Front Matter
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Learning and Developing as a Mathematics Teacher Educator
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Front Matter
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Keywords
- Mathematics teacher education
- Mathematics teacher educators
- Mathematics teacher educator knowledge
- Mathematics teacher educator beliefs
- Mathematics teacher educator learning
- Mathematics teacher educator development
- Mathematics teacher education task design
- Mathematics teacher educator cultural comparisons
- Mathematics teacher educator identity
- Mathematics teacher educator practices
- Mathematics teacher education course design
- Mathematicians as mathematics teacher educators
- Activity theory and professional capital
- Communities of practice among teachers
- Mathematics teacher educators in China
- Culturally relevant pedagogy
- Narrative exploration of experiences of MTE
- Learning and teaching across contexts
- The Knowledge Quartet
- learning and instruction
About this book
Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.
Editors and Affiliations
About the editors
Merrilyn Goos is Professor of STEM Education at the University of Limerick, Ireland, and Director of the university’s Centre for STEM Education (EPI*STEM). Previously she was Professor and Head of the School of Education at The University of Queensland, Australia, and Professor of Mathematics Education at Loughborough University, UK. Goos has substantial experience and expertise herself as a mathematics teacher educator, having designed, coordinated and taught secondary mathematics methods courses for ten years. In 2003 the quality of her work as an MTE was recognised by a University of Queensland Award for Excellence in Teaching, and in 2004 she gained national recognition by winning an Australian Award for University Teaching. She is also the lead author of Teaching Secondary School Mathematics, a research-based textbook for pre-service mathematics teacher education. Since its publication in 2007 it has been widely adopted in universities in Australia and New Zealand. She has also published articles in most of the major mathematics education journals (e.g., Journal for Research in Mathematics Education, Educational Studies in Mathematics, ZDM, Journal of Mathematics Teacher Education, Mathematics Education Research Journal, Journal of Mathematical Behavior, For the Learning of Mathematics) and her body of published work has more than 5700 citations.
Kim Beswick is a Professor of Mathematics Education and Head of the School of Education at the University of New South Wales, Sydney, Australia. A Research Award from the Mathematics Education Research Group of Australasia (MERGA) recognised her research nationally in 2014. As an MTE for 15 years at the University of Tasmania, Beswick’s expertise was recognised by two University Awards Teaching Excellence (2006, 2011). She received an Australian Learning and Teaching Council Citation for Outstanding Contributions to Student Learning (2008) and was the leader of a mathematics education team that received an Australian Award for Teaching Excellence (2012). Beswick is active in national mathematics education agendas, contributing to and leading work related to curriculum, teacher education policy development and implementation, and conference organisation. She is an author of Teaching mathematics: Foundations to Middle Years, a widely adopted text for preservice teachers in Australia that has also been adapted for use in South Africa. She has published articles in many of the major mathematics education journals (e.g., Educational Studies in Mathematics, ZDM, Journal of Mathematics Teacher Education, Mathematics Education Research Journal, Journal of Mathematical Behavior) and is an Associate Editor of the Journal of Mathematics Teacher Education.
Bibliographic Information
Book Title: The Learning and Development of Mathematics Teacher Educators
Book Subtitle: International Perspectives and Challenges
Editors: Merrilyn Goos, Kim Beswick
Series Title: Research in Mathematics Education
DOI: https://doi.org/10.1007/978-3-030-62408-8
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2021
Hardcover ISBN: 978-3-030-62407-1Published: 08 April 2021
Softcover ISBN: 978-3-030-62410-1Published: 08 April 2022
eBook ISBN: 978-3-030-62408-8Published: 07 April 2021
Series ISSN: 2570-4729
Series E-ISSN: 2570-4737
Edition Number: 1
Number of Pages: XXVII, 455
Number of Illustrations: 22 b/w illustrations, 22 illustrations in colour
Topics: Mathematics Education, Learning & Instruction, Teaching and Teacher Education, International and Comparative Education