A Review of Research on Mathematics Teacher Educator Knowledge

Mapping the Terrain

Datos Bibliográficos

ID22044151
AutoresAlison Castro Superfine (0000-0001-7497-317X, IIT Research Institute, autor de correspondencia), Dana Olanoff (Widener University), Rachael M Welder (0000-0001-5861-0950, University of Nevada, Reno), Priya V Prasad (0000-0003-2025-6727, The University of Texas at San Antonio)
Año2024
Volumen14
Número8
Páginas810
Fecha de publicación2024-07-25
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14080810
OpenAlexW4400982773
IdiomaEN
Citas recibidas3
Referencias citadas37

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

Cartography · Empirical research · Epistemology · Geography · Mathematics education · Terrain · Computer Science · Mathematics Education and Teaching Techniques · Psychology · School Choice and Performance · Teacher Education and Leadership Studies