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Mathematics teacher educators' documents, praxeologies, and beliefs: a holistic model.

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Title: Mathematics teacher educators' documents, praxeologies, and beliefs: a holistic model.
Authors: Pocalana, Gabriella1 (AUTHOR) gabriella.pocalana@unipv.it, Robutti, Ornella2 (AUTHOR) ornella.robutti@unito.it
Source: Journal of Mathematics Teacher Education. Mar2025, Vol. 28 Issue 2, p291-314. 24p.
Subject Terms: *Career development, *Mathematics teachers, *Teacher educators, *Teacher role, *Teaching aids
Abstract: The research presented in this paper aims to shed light on the complex role of mathematics teacher educators who led courses for prospective mathematics teachers. Theoretically, the research combines the documentational approach to didactics and the meta-didactical transposition frameworks, complementing the study with the analysis of the teacher educators' beliefs about the prospective teachers' needs. The methodology entails a comparative case study related to two courses, taking place in quite different contexts, led by the two authors independently, and a collaborative self-study of teacher education approach, based on eight reciprocal semi-structured interviews between the authors. The result is a holistic model of mathematics teacher educators' work that takes into account their practices, including the design of teaching materials based on a variety of resources, justifying discourses and personal beliefs. This can deepen our insight into the expertise of mathematics teacher educators and, prospectively, can be fruitful for their professional development. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Mathematics teacher educators' documents, praxeologies, and beliefs: a holistic model.
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  Data: <searchLink fieldCode="AR" term="%22Pocalana%2C+Gabriella%22">Pocalana, Gabriella</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> gabriella.pocalana@unipv.it</i><br /><searchLink fieldCode="AR" term="%22Robutti%2C+Ornella%22">Robutti, Ornella</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> ornella.robutti@unito.it</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Mar2025, Vol. 28 Issue 2, p291-314. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink>
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  Label: Abstract
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  Data: The research presented in this paper aims to shed light on the complex role of mathematics teacher educators who led courses for prospective mathematics teachers. Theoretically, the research combines the documentational approach to didactics and the meta-didactical transposition frameworks, complementing the study with the analysis of the teacher educators' beliefs about the prospective teachers' needs. The methodology entails a comparative case study related to two courses, taking place in quite different contexts, led by the two authors independently, and a collaborative self-study of teacher education approach, based on eight reciprocal semi-structured interviews between the authors. The result is a holistic model of mathematics teacher educators' work that takes into account their practices, including the design of teaching materials based on a variety of resources, justifying discourses and personal beliefs. This can deepen our insight into the expertise of mathematics teacher educators and, prospectively, can be fruitful for their professional development. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Mar2025
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