International handbook of mathematics teacher education. / Volume 4, : The mathematics teacher educator as a developing professional / / edited by Kim Beswick and Olive Chapmani.

• Superior document: International handbook of mathematics teacher education ; Volume 4
• Author: Brill Academic Publishers.
• TeilnehmendeR: Beswick, Kim,; Chapman, Olive,; Brill Academic Publishers.; Sense Publishers.
• Place / Publishing House: Leiden ;, Boston : : Brill Sense,, [2020]; 2020
• Year of Publication: 2020
• Edition: Second edition.
• Language: English
• Series: International handbook of mathematics teacher education ; Volume 4.
• Physical Description: 1 online resource (x, 420 pages) :; illustrations.
• Other title: Mathematics teacher educators as developing professionals: An introduction /; Theories and conceptualisations of mathematics teacher educators and their characteristics /; How Far is the Horizon? Teacher Educators' Knowledge and Skills for Teaching High School Mathematics Teachers /; Developing as a Mathematics Teacher Educator Learning from the Oxford MSc Experience /; Theoretical Perspectives on Learning and Development as a Mathematics Teacher Educator /; Mathematics Teacher Educators Learning in Transitions and through Collaborations /; Theorising Theorising About Mathematics Teachers' and Mathematics Teacher Educators' Energetic Learning /; Mathematics Teacher Educator Collaborations Building a Community of Practice with Prospective Teachers /; Educating Mathematics Teacher Educators The Transposition of Didactical Research and the Development of Researchers and Teacher Educators /; Mathematics Teacher Educators' Learning through Self-Based Methodologies /; Mathematics Teacher Educators Learning from Practice /; Conceptualization and Enactment of Pedagogical Content Knowledge by Mathematics Teacher Educators in Prospective Teachers' Mathematics Content Courses /; Learning to Be Mathematics Teacher Educators From Professional Practice to Personal Development /; Learning with and from TRU.Teacher Educators and the Teaching for Robust Understanding Framework /; Mathematics Teacher Educators Learning from Efforts to Facilitate the Learning of Key Mathematics Concepts While Modelling Evidence-Based Teaching Practice /; Mathematics Teaching Development in Higher Education /; Becoming a Mathematics Teacher Educator : Perspectives from Kazakhstan and Australia /; Researching Mathematics Teacher Educators /Editors: Kim Beswick and Olive Chapman ; Competing Pressures on Mathematics Teacher Educators
• Bibliography: Includes bibliographical references and index.
• ISBN: 9004424210
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Kim Beswick and Olive Chapmani.

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"--