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Applying the Knowledge Quartet to Mathematics Teacher Educators: A Case Study Undertaken in a Co-teaching Context

Citation

Muir, T and Livy, S and Downton, A, Applying the Knowledge Quartet to Mathematics Teacher Educators: A Case Study Undertaken in a Co-teaching Context, The Learning and Development of Mathematics Teacher Educators, Springer, M Goos & K Beswick (ed), Chams, Switzerland, pp. 41-62. ISBN 978-3-030-62407-1 (2021) [Research Book Chapter]

Copyright Statement

Copyright 2021 Springer Nature Switzerland AG

DOI: doi:10.1007/978-3-030-62408-8_3

Abstract

As mathematics teacher educators (MTEs), our teaching and research is informed by frameworks and explanations of terms to guide our thinking about the knowledge an effective mathematics teacher might use. This chapter investigates whether or not the Knowledge Quartet (KQ) framework can be applied to the work of MTEs. Using the context of a co-teaching situation, whereby the second author co-taught pre-service teachers (PSTs) with a practicing primary classroom teacher, we examined the types of knowledge required by the MTE and whether or not it was different from that required of a classroom teacher. Data were collected from lesson observations and interviews with PSTs, the MTE and co-teacher. The results show the KQ was transferable for describing the MTE's knowledge; however an MTE would require a deeper and broader understanding of theoretical knowledge when teaching appropriate pedagogical practices with PSTs when compared to the foundation knowledge needed by teachers.

Item Details

Item Type:Research Book Chapter
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Muir, T (Associate Professor Tracey Muir)
ID Code:144197
Year Published:2021
Deposited By:Education
Deposited On:2021-04-27
Last Modified:2021-06-09
Downloads:0

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