Educating Boris: An examination of pedagogical content knowledge for mathematics teacher educators

This paper presents a framework for examining the Pedagogical Content Knowledge (PCK) required of mathematics teacher educators as they endeavour to build the PCK for teaching mathematics that is required of the pre-service teachers with whom they work. The framework builds on existing research into PCK, and provides a series of filters through which to examine the complexity of the work of teacher education. The usefulness of the framework is trialled by using it to study the PCK used by the first author in working with pre-service teachers to build understanding about ways of interacting with students.