Abstract
Traditionally, research on mathematics teacher educators has been focused on what mathematics teacher educators (should) know to teach prospective teachers. However, few studies have addressed how mathematics teacher educators translate their mathematical and teaching knowledge into actual teaching practices, that is, modelling. This shift in focus implies new theoretical and methodological challenges. For instance, it is necessary to understand mathematics teacher educators’ teaching practices as situated practice oriented to prospective teachers and to investigate how they (can) get involved in this process. We suggest modelling as a crucial concept for studying mathematics teacher educators’ teaching practices and how prospective teachers experience these practices. We define modelling as the purposeful and explicit practice of displaying specific teaching behaviours with the aim of promoting professional learning among prospective teachers. We believe that the systematic use of modelling could provide new and valuable learning opportunities for both mathematics teacher educators and prospective teachers.
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