An Insight Into the Mathematics Teachers Educator’s Knowledge: A Case Study
Abstract
This article seeks to characterize specific dimensions of the professional knowledge that a mathematics teacher educator uses within their practice. Adopting a qualitative-interpretative approach and employing an instrumental case study methodology, we elucidate various aspects of professional knowledge that underpinned the actions of a mathematics teacher educator during a collective discussion concerning the planning of mathematics teaching in a pre-service teacher education program. The results highlight various emerging forms of knowledge that could contribute to a deeper understanding of how to manage collective discussions effectively in the initial training of mathematics teachers.
Keywords
Teacher educator, Collective discussion, Mathematics teacher education, Professional knowledge, Professional developmentReferences
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