A Review of Research on Mathematics Teacher Educator Knowledge: Mapping the Terrain
| dc.contributor.author | Castro Superfine, Alison | |
| dc.contributor.author | Olanoff, Dana | |
| dc.contributor.author | Welder, Rachael M. | |
| dc.contributor.author | Prasad, Priya V. | |
| dc.date.accessioned | 2024-08-28T13:59:43Z | |
| dc.date.available | 2024-08-28T13:59:43Z | |
| dc.date.issued | 2024-07-25 | |
| dc.date.updated | 2024-08-28T13:59:45Z | |
| dc.description.abstract | Over the past two decades, the landscape of research on mathematics teacher educators (MTEs) has grown considerably. One particular area of interest has focused on MTE knowledge and the ways in which it is developed and used in teaching practice. However, studies have conceptualized MTE knowledge in different ways and have employed considerably different methodologies and approaches to its study. In an effort to understand this varied landscape, we conducted an extensive review of research on the nature and development of MTE knowledge. This review provides a broad descriptive analysis of the existing theoretical and empirical research on MTEs’ knowledge, explores the theoretical underpinnings of the existing frameworks for and studies on MTE knowledge, and considers implications for future research. | |
| dc.identifier | doi: 10.3390/educsci14080810 | |
| dc.identifier.citation | Education Sciences 14 (8): 810 (2024) | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12588/6606 | |
| dc.title | A Review of Research on Mathematics Teacher Educator Knowledge: Mapping the Terrain |