Olive Chapman – författare

This book contains an Open Access chapter.

Mathematics teacher educators’ (MTEs) intimate scholarship is growing in interest and is diversifying research methodologies and products in the mathematics teacher education field. Becoming an MTE involves identifying self as belonging to mathematics teacher education. Although insights about belonging in mathematics teacher education have focused on teachers, becoming an MTE involves learning and growing in the teaching of mathematics teaching.

This volume brings together the work of a range of US-based scholars at various career stages, working in mathematics teacher education using self-based methodologies such as narrative, autobiography and autoethnography, to explore knowing and doing in relation to the process of becoming mathematics teacher educators (MTEs). The chapters in the book reflect the value of intimate scholarship and its focus on practice and a variety of associated methods are utilised to capture aspects of MTE work and a conceptualisation of knowing in the context of practice.

This book contains an Open Access chapter.

Mathematics teacher educators’ (MTEs) intimate scholarship is growing in interest and is diversifying research methodologies and products in the mathematics teacher education field. Becoming an MTE involves identifying self as belonging to mathematics teacher education. Although insights about belonging in mathematics teacher education have focused on teachers, becoming an MTE involves learning and growing in the teaching of mathematics teaching.

This volume brings together the work of a range of US-based scholars at various career stages, working in mathematics teacher education using self-based methodologies such as narrative, autobiography and autoethnography, to explore knowing and doing in relation to the process of becoming mathematics teacher educators (MTEs). The chapters in the book reflect the value of intimate scholarship and its focus on practice and a variety of associated methods are utilised to capture aspects of MTE work and a conceptualisation of knowing in the context of practice.