Multilayered knowledge: understanding the structure and enactment of teacher educators’ specialized knowledge base

References

• Ball, D. L., M. H. Thames, and G. C. Phelps. 2008. “Content Knowledge for Teaching: What Makes It Special?” Journal of Teacher Education 59 (5): 389–407.10.1177/0022487108324554
   Web of Science ®Google Scholar
• Berry, A. 2007. “Reconceptualizing Teacher Educator Knowledge as Tensions: Exploring the Tension between Valuing and Reconstructing Experience.” Studying Teacher Education 3 (2): 117–134.10.1080/17425960701656510
   Google Scholar
• Borko, H., K. Koellner, and J. Jacobs. 2011. “Meeting the Challenges of Scale: The Importance of Preparing Professional Development Leaders.” Teachers College Record. http://www.tcrecord.org/Content.asp?ContentID=16358
   Google Scholar
• Brindley, S. 2013. “Teacher Education Futures: Compliance, Critique, or Compromise? A UK Perspective.” Teacher Development 17 (3): 393–408. doi:10.1080/13664530.2013.813752.
   Google Scholar
• CCSSI (Council of Chief State Standards Initiative). 2010. “Common Core State Standards for Mathematics.” Accessed June 17, 2013. http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
   Google Scholar
• Chauvot, J. 2009. “Grounding Practice in Scholarship, Grounding Scholarship in Practice: Knowledge of a Mathematics Teacher Educator–Researcher.” Teaching and Teacher Education 25: 357–370.10.1016/j.tate.2008.09.006
   Web of Science ®Google Scholar
• Cochran-Smith, M. 2003. “Learning and Unlearning: The Education of Teacher Educators.” Teaching and Teacher Education 19: 5–28.10.1016/S0742-051X(02)00091-4
   Web of Science ®Google Scholar
• Darling-Hammond, L. 2006. “Constructing 21st-Century Teacher Education.” Journal of Teacher Education 57 (3): 300–314.10.1177/0022487105285962
   Web of Science ®Google Scholar
• Edelson, D. C. 2002. “Design Research: What We Learn When We Engage in Design.” Journal of the Learning Sciences 11 (1): 105–121.10.1207/S15327809JLS1101_4
   Web of Science ®Google Scholar
• Even, R. 2008. “Facing the Challenge of Educating Educators to Work with Practicing Mathematics Teachers.” In The International Handbook of Mathematics Teacher Education, edited by B. Jaworski and T. Wood., Vol. 4, 57–74. Rotterdam: Sense.
   Google Scholar
• Glaser, B. G., and A. L. Strauss. 2009. The Discovery of Grounded Theory: Strategies for Qualitative Research. Piscataway: Transaction Books.
   Google Scholar
• Goodlad, J. I. 1994. Educational Renewal: Better Teachers, Better Schools. San Francisco: Josey-Bass.
   Google Scholar
• Goodwin, A. L., and C. Kosnik. 2013. “Quality Teacher Educators = Quality Teachers? Conceptualizing Essential Domains of Knowledge for Those Who Teach Teachers.” Teacher Development 17 (3): 334–346. doi:10.1080/13664530.2013.813766.
   Google Scholar
• Grossman, P. L. 1990. A Tale of Two Hamlets. The Making of a Teacher: Teacher Knowledge and Teacher Education. New York: Teachers College Press.
   Google Scholar
• IALEI (International Alliance of Leading Education Institutes). 2008. Transforming Teacher Education: Redefined Professionals for 21st Century Schools. Singapore: National Institute of Education.
   Google Scholar
• Korthagen, F., J. Loughran, and M. Lunenberg. 2005. “Teaching Teachers – Studies into the Expertise of Teacher Educators: An Introduction to This Theme Issue.” Teaching and Teacher Education 21: 107–115.10.1016/j.tate.2004.12.007
   Web of Science ®Google Scholar
• Loughran, J. 2006. Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning about Teaching. New York: Routledge.
   Google Scholar
• Murray, J., and T. Male. 2005. “Becoming a Teacher Educator: Evidence from the Field.” Teaching and Teacher Education 21: 125–142.10.1016/j.tate.2004.12.006
   Web of Science ®Google Scholar
• Saldaña, J. 2015. The Coding Manual for Qualitative Researchers. Thousand Oaks: Sage.
   Google Scholar
• Sandholtz, J. H. 2002. “Inservice Training or Professional Development: Contrasting Opportunities in a School/University Partnership.” Teaching and Teacher Education 18: 815–830.10.1016/S0742-051X(02)00045-8
   Web of Science ®Google Scholar
• Schmidt, W. H., S. Blömeke, M. T. Tatto, F. J. Hsieh, L. Cogan, R. T. Houang, and J. Schwille. 2011. Teacher Education Matters: A Study of Middle School Mathematics Teacher Preparation in Six Countries. New York: Teachers College Press, Columbia University.
   Google Scholar
• Shulman, L. S. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15 (2): 4–14.10.3102/0013189X015002004
   Google Scholar
• Sztajn, P., D. L. Ball, and T. A. McMahon. 2006. “Designing Learning Opportunities for Mathematics Teacher Developers.” In Inquiry into Mathematics Teacher Education, edited by F. Arbaugh and P. M. Taylor, 149–162. AMTE Monograph 5. San Diego: Association of Mathematics Teacher Educators.
   Google Scholar
• Tzur, R. 2001. “Becoming a Mathematics Teacher-Educator: Conceptualizing the Terrain through Self-Reflective Analysis.” Journal of Mathematics Teacher Education 4: 259–283.10.1023/A:1013314009952
   Google Scholar
• Van Zoest, L. R., D. L. Moore, and S. L. Stockero. 2006. “Transition to Teacher Educator: A Collaborative Effort.” In Inquiry into Mathematics Teacher Education, edited by F. Arbaugh and P. M. Taylor, 133–148. AMTE Monograph 5. San Diego: Association of Mathematics Teacher Educators.
   Google Scholar
• Wilson, S. M. 2006. “Finding a Canon and Core: Meditations on the Preparation of Teacher Educator-Researchers.” Journal of Teacher Education 57: 315–325.10.1177/0022487105285895
   Web of Science ®Google Scholar
• Zaslavsky, O., and R. Leikin. 2004. “Professional Development of Mathematics Teacher Educators: Growth through Practice.” Journal of Mathematics Teacher Education 7: 5–32.10.1023/B:JMTE.0000009971.13834.e1
   Google Scholar