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Applying the knowledge quartet to mathematics teacher educators : A case study undertaken in a co-teaching context
Muir, Tracey Livy, Sharyn Livy Downton, Ann
Muir, Tracey
Livy, Sharyn Livy
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.
Keywords
Co-teaching, Mathematics teacher educator, Knowledge Quartet
Date
2021
Type
Book chapter
Journal
Book
The Learning and Development of Mathematics Teacher Educators - International Perspectives and Challenges
Volume
Issue
Page Range
41-62
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
© Springer Nature Switzerland AG 2021, Corrected Publication 2021.