When You’re with Me, I’m Learning: a Duoethnography of Teacher Educators’ Identities in Relation to Observing Preservice Teachers’ Emergent Mathematics Instruction

Research on Learners and Teachers of Mathematics and Science: Forerunners to a Focus on Teacher Educator Professional Growth

“…In line with this extended view, the teacher educators in the collection of papers in this issue are as follows: university-based teacher educators who educate prospective teachers (Hanuscin et al, 2021;Lloyd et al, 2021;Superfine & Pitvorec, 2021;Weinberg et al, 2021), and practicing teachers (Triantafillou et al, 2021;Weinberg et al, 2021), as well as practice-based teacher-educators working with practicing teachers (Borko et al, 2021;Venkat & Askew, 2021). Reflecting the current absence of an agreed-upon name for practice-based teacher educators, the terms used for these people by the authors in this special issue are Teacher-Leaders (Borko et al, 2021) and Mathematics Subject Advisors (Venkat & Askew, 2021).…”

“…The papers in this special issue contribute important information regarding practices of teacher educators that were the focus of development. Selected practices include promoting discussions in mathematics courses for prospective teachers (Superfine & Pitvorec, 2021), adapting the design of workshops in response to specific teachers' needs and goals (Borko et al, 2021), supporting teachers' inquiry into teaching/ learning mathematics and science (Triantafillou et al, 2021), adapting existing approaches to new audiences (Hanuscin et al, 2021), connecting university coursework to prospective teachers' field experiences (Lloyd et al, 2021), supporting teachers in implementing an intervention developed by academic faculty (Venkat & Askew, 2021), and working in a university-based teacher educators' Community of Practice (Weinberg et al, 2021).…”

“…Four of the papers in this issue focus on the professional growth of university-based teacher educators (Hanuscin et al, 2021;Superfine & Pitvorec, 2021;Triantafillou et al, 2021;Weinberg et al, 2021), one paper centers on the professional growth of a mixed group of university-and practice-based teacher educators (Lloyd et al, 2021), and two on practice-based teacher educators (Borko et al, 2021;Venkat & Askew, 2021). In contrast with the traditional approach to professional growth of teacher educators as a by-product of their work, the contexts in which the professional growth of teacher educators was situated in all papers involved structured, sometimes formal, professional learning opportunities.…”

Finding Common Ground: A Synthesis of Science and Mathematics Teacher Educators’ Experiences with Professional Growth

“…Hanuscin et al, 2021;Superfine & Pitvorec, 2021;Venkat & Askew, 2021), in other studies, the discipline is considered in relationship with other foci (e.g. Lloyd et al, 2021;Triantafillou et al, 2021;Weinberg et al, 2021), and in others, the discipline sits more in the background, as a context for the study (e.g. Borko et al, 2021).…”

“…More specifically, we noticed across these articles how authors have taken up different ideas as to who is a teacher educator. For example, we see in four of the papers the authors themselves are the focus of study and are seeking to understand their professional identity (see Lloyd et al, 2021;Weinberg et al, 2021) or are discussing models of professional growth established at their institution and their own learning as participants in the program (see Hanuscin et al, 2021 andTriantafillou et al, 2021). Other authors are a step or two removed as the teacher educator of focus, and as such are not examining their own learning as teacher educators, rather how a graduate student (see Superfine & Pitvorec, 2021), district level subject advisors (see Venkat & Askew, 2021), or school level teacher leaders (see Borko et al, 2021) are growing professionally as educators of teachers.…”