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Journal article
The complexity of mathematics teacher educator expertise
Journal of Mathematics Teacher Education, Vol.28, pp.445-457
2025
Appears in UniSC Supported Open Access Outputs
Abstract
Mathematics teacher education is now a well-established field of research, but it is only in recent years that research attention has turned towards the learning and development of mathematics teacher educators themselves. In this special issue, interest centres on mathematics teacher educator expertise and how this can be represented, developed, and studied. The research studies published in this issue aim to move beyond category-based descriptions of mathematics teacher educator knowledge and explore the broader complexity of expertise as blend of knowing, doing, believing, and being. In doing so they capture the dynamic and interconnected nature of expertise. In this commentary article, I reflect on what we can learn from these studies about the complexity of MTE expertise and use these insights to suggest directions for future research.
Details
- Title
- The complexity of mathematics teacher educator expertise
- Authors
- Merrilyn Goos (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- Journal of Mathematics Teacher Education, Vol.28, pp.445-457
- Publisher
- Springer Dordrecht
- Date published
- 2025
- DOI
- 10.1007/s10857-025-09679-1
- ISSN
- 1573-1820; 1386-4416
- Copyright note
- This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 991102141502621
- Output Type
- Journal article
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