@inbook{7ebc10f8fbc649228c07da0d85af89f2,

title = "Applying the knowledge quartet to mathematics teacher educators: a case study undertaken in a co-teaching context",

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{\textquoteright}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 = "mathematics, Teacher educators, teacher knowledge, co-teaching, primary school, lesson observation, case study",

author = "Tracey Muir and Sharyn Livy and Ann Downton",

year = "2021",

doi = "10.1007/978-3-030-62408-8_3",

language = "English",

isbn = "9783030624071",

series = "Research in Mathematics Education",

publisher = "Springer",

pages = "41--61",

editor = "Merrilyn Goos and Kim Beswick",

booktitle = "The Learning and Development of Mathematics Teacher Educators",

edition = "1st",

}