Mapping the Territory: Using Second-Person Interviewing Techniques to Narratively Explore the Lived Experience of Becoming a Mathematics Teacher Educator

2021 ◽  
pp. 205-224
Author(s):  
Alistair Bissell ◽  
Laurinda Brown ◽  
Tracy Helliwell ◽  
Toby Rome
Keyword(s):  
Lived Experience ◽  
Mathematics Teacher ◽  
Teacher Educator ◽  
Second Person ◽  
Mathematics Teacher Educator ◽  
Interviewing Techniques

Exploring the educative power of an experienced mathematics teacher educator-researcher

2015 ◽  
Vol 89 (1) ◽  
pp. 19-39 ◽  
Author(s):  
Kai-Lin Yang ◽  
Hui-Yu Hsu ◽  
Fou-Lai Lin ◽  
Jian-Cheng Chen ◽  
Ying-Hao Cheng
Keyword(s):  
Mathematics Teacher ◽  
Teacher Educator ◽  
Mathematics Teacher Educator

Analyzing Eight Years of Mathematics Teacher Educator Articles: Where We Were, Where We Are, and Where We Are Going

2020 ◽  
Vol 8 (3) ◽  
pp. 83-87
Author(s):  
Heather West ◽  
Emily Elrod ◽  
Karen Hollebrands, ◽  
Valerie Faulkner
Keyword(s):  
Teacher Knowledge ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Student Thinking ◽  
Mathematics Teacher Educators ◽  
Similar Work ◽  
Language Technology ◽  
Mathematics Teacher Educator ◽  
Service Professional

In this editorial, an analysis of articles published in the Mathematics Teacher Educator journal (MTE) from 2012 to 2020, which describes the knowledge base for mathematics teacher educators addressed by MTE authors, is presented. This analysis builds on similar work conducted four years ago (Bieda, 2016). These more recent findings demonstrate that articles focusing on teacher knowledge; mathematical content; student thinking and reasoning; and models of teacher preparation or in-service professional development (PD) have been the most frequently published in MTE. In contrast, a limited number of articles have focused on discourse; diversity, equity, and language; technology; and methods of research. This examination allows us to assess as a community where we were, where we are, and where we might go in the future.

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