Abstract
Volume 4 of this Handbook has dealt uniquely with the mathematics teacher educator as a developing professional. This chapter brings Volume 4 to a close by drawing out themes and issues running through the 16 chapters. These include forms of knowledge, theoretical frames, modes of activity and mediational structures in mathematics teacher and teacher educator development, critical inquiry in development and research, and interactions and inter-relationships between teachers and educators. Collaborative partnerships between teachers and educators are seen to provide powerful potential for mutual development.
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