A Review of Research on Mathematics Teacher Educator Knowledge: Mapping the Terrain

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...

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Bibliographic Details
Published in:Education sciences 2024-08, Vol.14 (8), p.810
Main Authors: Castro Superfine, Alison, Olanoff, Dana, Welder, Rachael M., Prasad, Priya V.
Format: Article
Language:English
Subjects:
Analysis
Educational Change
Educational Practices
Educational Researchers
Elementary Education
Elementary Schools
Expertise
Knowledge
Learning
Literature Reviews
mathematical knowledge for teaching teachers
Mathematics Activities
Mathematics education
Mathematics Instruction
Mathematics Skills
mathematics teacher educator
Mathematics teachers
Researchers
Students
Teacher Characteristics
Teacher Education Programs
teacher educator knowledge
Teacher Educators
Teacher Improvement
Teachers
Teaching
Teaching Methods
Teaching Models
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Summary: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.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14080810