International Handbook of Mathematics Teacher Education: Volume 4

The Mathematics Teacher Educator as a Developing Professional (Second Edition)

Kim Beswick, Olive Chapman (Herausgeber)

Buch | Hardcover

430 Seiten

2020 | 2nd edition
Brill (Verlag)
978-90-04-42419-7 (ISBN)

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This fourth volume addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. It provides practical, professional and theoretical perspectives of different approaches/activities/programmes to promote effective teacher education practice, with valuable implications for research.

This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers.

Volume 4, The Mathematics Teacher Educator as a Developing Professional, focuses on the professionalization of mathematics teacher educators, which, since the first Handbook, continues to grow as an important area for investigation and development. It addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. Thus, as the fourth volume in the series, it appropriately attends to those who hold central roles in mathematics teacher education to provide an excellent culmination to the handbook.

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.

Preface

Olive Chapman

List of Figures and Tables

Mathematics Teacher Educators as Developing Professionals: An Introduction

Kim Beswick

Part 1: Theories and Conceptualisations of Mathematics Teacher Educators and Their Characteristics

1. How Far is the Horizon? Teacher Educators’ Knowledge and Skills for Teaching High School Mathematics Teachers

Roza Leikin

2. Developing as a Mathematics Teacher Educator: Learning from the Oxford MSc Experience

Steve Thornton, Nicola Beaumont, Matt Lewis and Colin Penfold

3. Theoretical Perspectives on Learning and Development as a Mathematics Teacher Educator

Merrilyn Goos

Part 2: Mathematics Teacher Educators Learning in Transitions and through Collaborations

4. Theorising Theorising: About Mathematics Teachers’ and Mathematics Teacher Educators’ Energetic Learning

Laurinda Brown and Alf Coles

5. Mathematics Teacher Educator Collaborations: Building a Community of Practice with Prospective Teachers

Judy Anderson and Deborah Tully

6. Educating Mathematics Teacher Educators: The Transposition of Didactical Research and the Development of Researchers and Teacher Educators

Maha Abboud, Aline Robert and Janine Rogalski

7. Mathematics Teacher Educators’ Learning through Self-Based Methodologies

Olive Chapman, Signe Kastberg, Elizabeth Suazo-Flores, Dana Cox and Jennifer Ward

Part 3: Mathematics Teacher Educators Learning from Practice

8. Conceptualization and Enactment of Pedagogical Content Knowledge by Mathematics Teacher Educators in Prospective Teachers’ Mathematics Content Courses

Aina Appova

9. Learning to Be Mathematics Teacher Educators: From Professional Practice to Personal Development

Yingkang Wu, Yiling Yao and Jinfa Cai

10. Learning with and from TRU: Teacher Educators and the Teaching for Robust Understanding Framework

Alan 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 Zarkh

11. Mathematics Teacher Educators Learning from Efforts to Facilitate the Learning of Key Mathematics Concepts While Modelling Evidence-Based Teaching Practice

James A. Mendoza Álvarez, Kathryn Rhoads and Theresa Jorgensen

12. Mathematics Teaching Development in Higher Education

Simon Goodchild

13. Becoming a Mathematics Teacher Educator: Perspectives from Kazakhstan and Australia

Rosemary Callingham, Yershat Sapazhanov and Alibek Orynbassar

Part 4: Researching Mathematics Teacher Educators

14. Competing Pressures on Mathematics Teacher Educators

Margaret Marshman

Index

Erscheinungsdatum	20.03.2020
Verlagsort	Leiden
Sprache	englisch
Maße	155 x 235 mm
Gewicht	762 g
Themenwelt	Schulbuch / Wörterbuch
	Mathematik / Informatik ► Mathematik
	Sozialwissenschaften ► Pädagogik
ISBN-10	90-04-42419-9 / 9004424199
ISBN-13	978-90-04-42419-7 / 9789004424197
Zustand	Neuware