Applying the knowledge quartet to mathematics teacher educators : A case study undertaken in a co-teaching context

Book chapter

Muir, Tracey, Livy, Sharyn Livy and Downton, Ann. (2021). Applying the knowledge quartet to mathematics teacher educators : A case study undertaken in a co-teaching context. In The Learning and Development of Mathematics Teacher Educators - International Perspectives and Challenges pp. 41-62 Springer Nature. https://doi.org/10.1007/978-3-030-62408-8_3
AuthorsMuir, Tracey, Livy, Sharyn Livy and Downton, Ann
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.

KeywordsCo-teaching; Mathematics teacher educator; Knowledge Quartet
Page range41-62
Year01 Jan 2021
Book titleThe Learning and Development of Mathematics Teacher Educators - International Perspectives and Challenges
PublisherSpringer Nature
Place of publicationSwitzerland
ISBN978-3-030-62408-8
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-62408-8_3
Web address (URL)https://link.springer.com/chapter/10.1007/978-3-030-62408-8_3
Open accessPublished as non-open access
Research or scholarlyResearch
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Print08 Apr 2021
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Deposited29 Jan 2024
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© Springer Nature Switzerland AG 2021, Corrected Publication 2021.

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