Mathematics Teacher Educator Expertise

Chapter 1. Introduction to mathematics teacher educator's expertise: Experiences, conceptions, Learning and development.- Part 1: Conceptions of MTEs' expertise in the context of practice: Chapter 2. The role of mathematics teacher educators in re-organising prospective teachers' mathematics for teaching.- Chapter 3. The work of mathematics teaching practice teachers: a case study of initial mathematics teacher training in Uruguay.- Chapter 4. Hubs and threads: Steering between metaphors towards a representation of a mathematics teacher educator course design.- Chapter 5. Student-Adaptive Pedagogy: A Development Model for Preservice Mathematics Teachers.- Chapter 6. MTEs developing mathematical meaning through discourse in multilingual teacher education contexts.- Chapter 7. Expertise of teacher leaders for supporting teachers' implementation of inquiry-based mathematics tasks.- Chapter 8. Developing ways of seeing as mathematics teacher educators.- Part 2. Innovative approaches to MTEs' learning and expertise development :Chapter 9. Mathematics Teacher Educator identity in the context of change.- Chapter 10. Bodymarking: An Interpretive Process to Support Teacher Noticing.- Chapter 11. Mathematics teaching practices in pre-service teachers: Exploring my identity as a mathematics educator.- Chapter 12. Being a Former Teacher with Supportive Roles for Mathematics Teacher Educator.- Chapter 13. The noticing of a Teacher Educator's Noticing of Classroom Teachers in the Context of Learning to Teach through Problem Posing.- Chapter 14. A duoethnographic approach to thinking about pre-service mathematics teaching.- Part 3. Distinguished MTEs' expertise: Experiences, conceptions, learning and development :Chapter 15. From student to teacher to teacher of teachers to teacher of teachers of teachers: Reflections from treading along a long winding road.- Chapter 16. Problems of practice: Fertile ground for mutual learning through research linked development in mathematics teacher education in South Africa.- Chapter 17. Stories of becoming a mathematics teacher educator: Awarenesses arising through experiences to issues to actions.- Chapter 18. Memories and reflections of a teacher educator.- Chapter 19. Mathematics teacher professional development: Low Floor, High Ceiling.- Chapter 20: Mathematics teacher education as a subversive activity: Finding spaces for innovation and agency.- Chapter 21. What lies behind a way of working?.- Chapter 22. Being a teacher educator: three developmental roles.- Chapter 23. Working with preservice mathematics teachers: Raising issues and exploring ways to answer.- Chapter 24. Insights from a mathematics teacher educator working in Brazil.- Chapter 25. On emerging as a phenomenologist: Issues and resolutions.- Chapter 26. M and ME in MDs, then being an MTE in EDs - six universities in three countries: but never an MT for me.- Chapter 27. Reflections of a mathematics teacher education.- Chapter 28. Design and Implementation of Precision Training Based on Intelligent Assessment for Professional Development of Initial Mathematics Teacher.- Chapter 29. The three revelations: 40 years later.- Chapter 30. From Professional Learning to Preparing Professional Learning Facilitators: Expanding My Horizons.- Chapter 31. Reflections on being a mathematics teacher educator.- Chapter 32. Commentary on mathematics teacher educator's expertise: Experiences, conceptions, Learning and development.

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Mathematics teacher educators;Mathematics education;Mathematics teacher education;Learning and development;Situated expertise;Duoethnography;Expertise-based storytelling