Mathematics Teacher Educator Expertise. Experiences, Conceptions, Learning and Development. 1st ed. 2026.

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Sonst. Personen	Helliwell, Tracy (Hrsg.); Chorney, Sean (Hrsg.); Chapman, Olive (Hrsg.)
Titel	Mathematics Teacher Educator Expertise. Experiences, Conceptions, Learning and Development. 1st ed. 2026.
Quelle	Cham: Springer Nature Switzerland (2026), X, 457 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Research in Mathematics Education
Beigaben	Illustrationen 36
Sprache	englisch
Dokumenttyp	online; gedruckt; Monografie
ISBN	978-3-032-08174-2; 978-3-032-08175-9; 978-3-032-08176-6; 978-3-032-08177-3
DOI	10.1007/978-3-032-08175-9
Schlagwörter	Bildung; Erziehung; Lehrer; Lehrerin; Mathematik; Forschung
Abstract	Research on the mathematics teacher educator (MTE) is an emerging field that is important to understand effective mathematics teacher education in a rapidly changing world. This edited volume addresses the expertise of MTEs -those who support mathematics teachers' learning and development at various stages of their careers. It positions MTE expertise as extending beyond category-based knowledge, offering new ways of conceptualizing and examining expertise. Part 1 presents global studies that examine MTE expertise in practice. Part 2 highlights innovative methodologies for investigating MTE learning and development. Part 3 features reflective essays by distinguished MTEs, sharing personal insights, historical accounts, and pivotal moments in their professional journeys. This volume is a valuable resource for both new and experienced MTEs seeking to deepen their practice and research. Inhalt: Chapter 1. Introduction to mathematics teacher educator's expertise: Experiences, conceptions, Learning and development -- Part 1: Conceptions of MTEs' expertise in the context of practice: Chapter 2. The role of mathematics teacher educators in re-organising prospective teachers' mathematics for teaching -- Chapter 3. The work of mathematics teaching practice teachers: a case study of initial mathematics teacher training in Uruguay -- Chapter 4. Hubs and threads: Steering between metaphors towards a representation of a mathematics teacher educator course design -- Chapter 5. Student-Adaptive Pedagogy: A Development Model for Preservice Mathematics Teachers -- Chapter 6. MTEs developing mathematical meaning through discourse in multilingual teacher education contexts -- Chapter 7. Expertise of teacher leaders for supporting teachers' implementation of inquiry-based mathematics tasks -- Chapter 8. Developing ways of seeing as mathematics teacher educators -- Part 2. Innovative approaches to MTEs' learning and expertise development :Chapter 9. Mathematics Teacher Educator identity in the context of change -- Chapter 10. Bodymarking: An Interpretive Process to Support Teacher Noticing -- Chapter 11. Mathematics teaching practices in pre-service teachers: Exploring my identity as a mathematics educator -- Chapter 12. Being a Former Teacher with Supportive Roles for Mathematics Teacher Educator -- Chapter 13. The noticing of a Teacher Educator's Noticing of Classroom Teachers in the Context of Learning to Teach through Problem Posing -- Chapter 14. A duoethnographic approach to thinking about pre-service mathematics teaching -- Part 3. Distinguished MTEs' expertise: Experiences, conceptions, learning and development :Chapter 15. From student to teacher to teacher of teachers to teacher of teachers of teachers: Reflections from treading along a long winding road -- Chapter 16. Problems of practice: Fertile ground for mutual learning through research linked development in mathematics teacher education in South Africa -- Chapter 17. Stories of becoming a mathematics teacher educator: Awarenesses arising through experiences to issues to actions -- Chapter 18. Memories and reflections of a teacher educator -- Chapter 19. Mathematics teacher professional development: Low Floor, High Ceiling -- Chapter 20: Mathematics teacher education as a subversive activity: Finding spaces for innovation and agency -- Chapter 21. What lies behind a way of working? -- Chapter 22. Being a teacher educator: three developmental roles -- Chapter 23. Working with preservice mathematics teachers: Raising issues and exploring ways to answer -- Chapter 24. Insights from a mathematics teacher educator working in Brazil -- Chapter 25. On emerging as a phenomenologist: Issues and resolutions -- Chapter 26. M and ME in MDs, then being an MTE in EDs - six universities in three countries: but never an MT for me -- Chapter 27. Reflections of a mathematics teacher education -- Chapter 28. Design and Implementation of Precision Training Based on Intelligent Assessment for Professional Development of Initial Mathematics Teacher -- Chapter 29. The three revelations: 40 years later -- Chapter 30. From Professional Learning to Preparing Professional Learning Facilitators: Expanding My Horizons -- Chapter 31. Reflections on being a mathematics teacher educator -- Chapter 32. Commentary on mathematics teacher educator's expertise: Experiences, conceptions, Learning and development.
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2026/4