Skip to main content
SpringerLink
Log in

Challenges, Reforms, and Learning in Initial Teacher Education

  • Chapter
  • First Online:
Research in Mathematics Education in Australasia 2012-2015

Abstract

This critical review of Australasian research concerns initial teacher education published in the period 2012–2015. The contribution to the field is organised into four broad areas: (a) research on teacher preparation: accountability, effectiveness, and policies; (b) research on teacher preparation for the knowledge society, which forms the bulk of the reviewed research; (c) research on teacher preparation for diversity; and (d) research focused on the work of teacher educators. Situated within educational settings that are undergoing continuous change and politicised attention, we note, in particular, research efforts to critically explore, design, and trial pedagogies, tasks, and partnerships associated with occasioning productive learning opportunities for prospective teachers to learn both the knowledge and the core practices of ambitious teaching.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Afamasaga-Fuata’i, K., & Sooaemalelagi, L. (2014). Student teachers’ mathematics attitudes, authentic investigations and use of metacognitive tools. Journal of Mathematics Teacher Education, 17(4), 331–368.

    Article  Google Scholar 

  • Aitken, G., Sinnema, C., & Meyer, F. (2013). Initial teacher education outcomes: Standards for graduating teachers. Auckland, NZ: University of Auckland.

    Google Scholar 

  • Anakin, M., & Linsell, C. (2014). Foundation content knowledge: Pre-service teachers as half-empty or becoming fluent? In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 722–725). Sydney: MERGA.

    Google Scholar 

  • Anthony, G., Beswick, K., & Ell, F. (2012). The professional development of prospective teachers of mathematics. In B. Perry, T. Lowrie, T. Logan, A. MacDonald, & J. Greenlees (Eds.), Research in mathematics education in Australasia 2008–2011 (pp. 291–312). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Anthony, G., Hunter, J., & Hunter, R. (2015a). Learning to professionally notice students’ mathematical thinking through rehearsal activities. Mathematics Teacher Education and Development, 17(2), 7–24.

    Google Scholar 

  • Anthony, G., Hunter, J., & Hunter, R. (2015b). Prospective teachers’ development of adaptive expertise. Teaching and Teacher Education, 49, 108–117.

    Article  Google Scholar 

  • Anthony, G., & Hunter, R. (2012). (Re) thinking and (re) forming initial mathematics teacher education. New Zealand Journal of Educational Studies, 47(1), 145.

    Google Scholar 

  • Anthony, G., Hunter, R., Anderson, D., Averill, R., Drake, M., Hunter, J., & Rawlins, P. (2015c). Learning the work of ambitious mathematics teaching: TLRI research report. Wellington, NZ: New Zealand Council of Educational Research.

    Google Scholar 

  • Anthony, G., Hunter, R., Hunter, J., & Duncan, S. (2015). How ambitious is “ambitious mathematics teaching”? Set: Research Information for Teachers, 2, 45–52. 10.18296/set.0017.

  • Australian Council of Deans of Education (ACDE). (2012). ACDE Report to AITSL on Standards 3.1 and 3.2. Retrieved from www.acde.edu.au/?wpdmact=process&did=MTEuaG90bGluaw==.

  • Australian Institute for Teaching and School Leadership (AITSL). (2013). Initial Teacher Education Programs Literacy and Numeracy Standards. Retrieved from http://www.aitsl.edu.au/docs/default-source/initial-teacher-education-resources/ite-standards-literacy-numeracy-vic.pdf?sfvrsn=6.

  • Averill, R., Anderson, D., & Drake, M. (2015). Developing culturally responsive teaching through professional noticing within teacher educator modelling. Mathematics Teacher Education and Development, 17(2), 64–83.

    Google Scholar 

  • Averill, R., Drake, M., & Harvey, R. (2013). Coaching pre-service teachers for teaching mathematics: The views of students. In V. Steinle, L. Ball, & C. Bardini (Eds.), Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 707–710). Melbourne: MERGA.

    Google Scholar 

  • Bailey, J., & Taylor, M. (2015). Practice-based pre-service teacher education: Experiencing a mathematical problem-solving teaching approach. Mathematics Teacher Education and Development, 17(2), 111–124.

    Google Scholar 

  • Ball, D. L., & Even, R. (2009). Strengthening practice in and research on the professional education and development of teachers of mathematics: Next steps. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics: The 15th ICMI Study (pp. 255–259). New York: Springer.

    Chapter  Google Scholar 

  • Ball, D. L., & Forzani, F. M. (2011). Building a common core for learning to teach and connecting professional learning to practice. American Educator, 35(2), 17–21.

    Google Scholar 

  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407.

    Article  Google Scholar 

  • Beswick, K. (2015). Inferring pre-service teachers’ beliefs from their commentary on knowledge items. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 121–128). Hobart: PME.

    Google Scholar 

  • Beswick, K., & Callingham, R. (2014). The beliefs of pre-service primary and secondary mathematics teachers, in-service mathematics teachers, and mathematics teacher educators. In C. Nicol, P. Liljedahl, S. Oesterle, D. & Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 2, pp. 137–144). Vancouver, Canada: PME.

    Google Scholar 

  • Beswick, K., & Chapman, O. (2015). Mathematics teacher educators’ knowledge for teaching. In S. J. Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education (pp. 629–632). Springer Open.

    Google Scholar 

  • Beswick, K., & Goos, M. (2012). Measuring pre-service primary teachers’ knowledge for teaching mathematics. Mathematics Teacher Education and Development, 14(2), 70–90.

    Google Scholar 

  • Beswick, K., & Muir, T. (2013). Making connections: Lessons on the use of video in pre-service teacher education. Mathematics Teacher Education and Development, 15(2), 27–51.

    Google Scholar 

  • Bragg, L. A. (2015). Studying mathematics teacher education: Analysing the process of task variation on learning. Studying Teacher Education, 11(3), 294–311.

    Article  Google Scholar 

  • Brown, T., Rowley, H., & Smith, K. (2014). Rethinking research in teacher education. British Journal of Educational Studies, 62(3), 281–296.

    Article  Google Scholar 

  • Callingham, R., Beswick, K., Clark, J., Kissane, B., Serow, P., & Thornton, S. (2012). Mathematical knowledge for teaching of MERGA members. In J. Dindyal, L. P. Cheng, & S. F. Ng (Eds.), Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 162–169). Singapore: MERGA.

    Google Scholar 

  • Cavanagh, M. S., & Garvey, T. (2012). A professional experience learning community for pre-service secondary mathematics teachers. Australian Journal of Teacher Education, 37(12). Retrieved from http://dx.doi.org/10.14221/ajte.2012v37n12.4.

  • Cavanagh, M., Bower, M., Moloney, R., & Sweller, N. (2014). The effect over time of a video-based reflection system on pre-service teachers’ oral presentations. Australian Journal of Teacher Education, 39(6), 1–16.

    Article  Google Scholar 

  • Chick, H., Baker, M., Pham, T., & Cheng, H. (2006). Aspects of teachers’ pedagogical content knowledge for decimals. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 297–304). Prague: PME.

    Google Scholar 

  • Chick, H., & Beswick, K. (2013). Educating Boris: An examination of pedagogical content knowledge for mathematics teacher educators. In V. Steinle, L. Ball, & C. Bardini (Eds.), Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 170–177). Melbourne: MERGA.

    Google Scholar 

  • Chick, H., & Pierce, R. U. (2013). The statistical literacy needed to interpret school assessment data. Mathematics Teacher Education & Development, 15(2), 5–26.

    Google Scholar 

  • Chick, H., & Stacey, K. (2013). Teachers of mathematics as problem-solving applied mathematicians. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 121–136.

    Article  Google Scholar 

  • Chinnappan, M., & Forrester, T. (2014). Generating procedural and conceptual knowledge of fractions by pre-service teachers. Mathematics Education Research Journal, 26(4), 871–896.

    Article  Google Scholar 

  • Chinnappan, M., & White, B. (2015). Specialised content knowledge: Evidence of pre-service teachers’ appraisal of student errors in proportional reasoning. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 349–356). Sunshine Coast, QLD: MERGA.

    Google Scholar 

  • Cochran-Smith, M., & Villegas, A. M. (2015). Framing teacher preparation research: An overview of the field, Part 1. Journal of Teacher Education, 66(1), 7–20.

    Article  Google Scholar 

  • Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R. (2015). Critiquing teacher preparation research: An overview of the field, Part 2. Journal of Teacher Education, 66(2), 109–121.

    Article  Google Scholar 

  • Cooke, A. (2015). Evaluating pre-service teacher numeracy—Build bridges rather than roadblocks. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 193–200). Hobart: PME.

    Google Scholar 

  • Daniel, L., & Balatti, J. (2013). Thoughts behind the actions: Exploring pre-service teachers’ mathematical content knowledge. In V. Steinle, L. Ball, & C. Bardini (Eds.), Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 210–217). Melbourne: MERGA.

    Google Scholar 

  • Dayal, H. (2013). Pre-service secondary mathematics teachers’ reflections on good and bad mathematics teaching In V. Steinle, L. Ball, & C. Bardini (Eds.), Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 226–232). Melbourne: MERGA.

    Google Scholar 

  • de Silva Joyce, H., Feez, S., Chan, E., & Tobias, S. (2014). Investigating the literacy, numeracy and ICT demands of primary teacher education. Australian Journal of Teacher Education, 39(9), 111–129.

    Article  Google Scholar 

  • Ell, F., & Grudnoff, L. (2013). The politics of responsibility: Teacher education and “persistent underachievement” in New Zealand. The Educational Forum, 77(1), 73–86.

    Article  Google Scholar 

  • Ell, F., Hill, M., & Grudnoff, L. (2012). Finding out more about teacher candidates’ prior knowledge: Implications for teacher educators. Asia-Pacific Journal of Teacher Education, 40(1), 55–65.

    Article  Google Scholar 

  • English, L. (2015). STEM: Challenges and opportunities. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 3–18). Hobart: PME.

    Google Scholar 

  • Forgasz, H., Leder, G., Geiger, V., & Kalkhoven, (2015). Pre-service teachers and numeracy readiness. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 313–320). Hobart: PME.

    Google Scholar 

  • Getenet, S., Beswick, K., & Callingham, R. (2015). Conceptualising technology integrated mathematics teaching: The stamp knowledge framework. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 321–328). Hobart: PME.

    Google Scholar 

  • Goos, M. (2012). Creating opportunities to learn in mathematics education: a sociocultural journey. In T. Y. Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 67–82), Taipei, Taiwan: PME.

    Google Scholar 

  • Goos, M. (2013a). Knowledge for teaching secondary school mathematics: what counts? International Journal of Mathematical Education in Science and Technology, 44(7), 972–983.

    Article  Google Scholar 

  • Goos, M. (2013b). Sociocultural perspectives in research on and with mathematics teachers: A zone theory approach. ZDM, 45(4), 521–533.

    Article  Google Scholar 

  • Goos, M. (2014). Researcher–teacher relationships and models for teaching development in mathematics education. ZDM, 46(2), 189–200.

    Article  Google Scholar 

  • Goos, M. (2015). Learning at the boundaries. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 269–276). Sunshine Coast, QLD: MERGA.

    Google Scholar 

  • Goos, M., & Geiger, V. (2012). Connecting social perspectives on mathematics teacher education in online environments. ZDM, 44(6), 705–715.

    Article  Google Scholar 

  • Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289.

    Article  Google Scholar 

  • Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358–389). San Francisco: Jossey-Bass.

    Google Scholar 

  • Hatano, G., & Oura, Y. (2003). Commentary: Reconceptualizing school learning using insight from expertise research. Educational Researcher, 32(8), 26–29.

    Article  Google Scholar 

  • Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.

    Google Scholar 

  • Hunter, R. (2008). Facilitating communities of mathematical inquiry. In M. Goos, R. Brown, & K. Makar (Eds.), Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia conference (pp. 31–39). Brisbane: MERGA.

    Google Scholar 

  • Hunter, R., & Anthony, G. (2012). Designing opportunities for prospective teachers to facilitate mathematics discussions in classrooms. In J. Dindyal, L. P. Cheng, & S. F. Ng (Eds.), Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 354–361). Singapore: MERGA.

    Google Scholar 

  • Hurst, C., & Cooke, A. (2014). Seeking a balance: Helping pre-service teachers develop positive attitudes towards mathematics as they develop competency. Open Journal of Social Sciences, 2(4), 210–216.

    Article  Google Scholar 

  • Jorgensen, R. L. (2014). Social theories of learning: A need for a new paradigm in mathematics education. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 311–318). Sydney: MERGA.

    Google Scholar 

  • Kazemi, E., Franke, M., & Lampert, M. (2009). Developing pedagogies in teacher education to support novice teachers’ ability to enact ambitious instruction. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 11–29). Wellington, NZ: MERGA.

    Google Scholar 

  • Klein, M. (2012). How inconvenient assumptions affect pre-service teachers’ uptake of new interactional patterns in mathematics: Analysis and aspiration through a bifocal lens. Educational Studies in Mathematics, 80(1–2), 25–40.

    Article  Google Scholar 

  • Knight, S. L., Lloyd, G. M., Arbaugh, F., Gamson, D., McDonald, S. P., & Nolan, J. (2014). Professional development and practices of teacher educators. Journal of Teacher Education, 65(4), 268–270.

    Article  Google Scholar 

  • Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1–2), 21–34.

    Article  Google Scholar 

  • Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243.

    Article  Google Scholar 

  • Lane, R., McMaster, H., Adnum, J., & Cavanagh, M. (2014). Quality reflective practice in teacher education: A journey towards shared understanding. Reflective Practice, 15(4), 481–494.

    Article  Google Scholar 

  • Larkin, K., & Jamieson-Proctor, R. (2015). Using transactional distance theory to redesign an online mathematics education course for pre-service primary teachers. Mathematics Teacher Education and Development, 17(1), 44–61.

    Google Scholar 

  • Leder, G., Forgasz, H., Kalkhoven, N., & Geiger, V. (2015). Pre-service teachers and numeracy in and beyond the classroom. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 349–356). Sunshine Coast, QLD: MERGA.

    Google Scholar 

  • Lerman, S. (2014). Mapping the effects of policy on mathematics teacher education. Educational Studies in Mathematics, 87, 187–201.

    Article  Google Scholar 

  • Linsell, C., & Anakin, M. (2012). Diagnostic assessment of pre-service teachers’ mathematical content knowledge. Mathematics Teacher Education and Development, 14(2), 4–27.

    Google Scholar 

  • Livy, S. (2015). Factors that assist pre-service teachers to develop mathematical content knowledge during practicum experiences. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 201–208). Hobart: PME.

    Google Scholar 

  • Livy, S., Muir, T., & Maher, N. (2012). How do they measure up? Primary pre-service teachers’ mathematical knowledge of area and perimeter. Mathematics Teacher Education and Development, 14(2), 91–112.

    Google Scholar 

  • Maher, N., & Muir, T. (2013). “I know you have to put down a zero, but I’m not sure why”: Exploring the link between pre-service teachers’ content and pedagogical content knowledge. Mathematics Teacher Education and Development, 15(1), 72–86.

    Google Scholar 

  • Marshman, M., & Porter, G. (2013). Pre-service teachers’ pedagogical content knowledge: Implications for teaching. In V. Steinle, L. Ball, & C. Bardini (Eds.), Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 474–481). Melbourne: MERGA.

    Google Scholar 

  • McDonald, M., Kazemi, E., Kelley-Petersen, M., Mikolasy, K., Thompson, J., Valencia, S. W., & Windschitl, M. (2014). Practice makes practice: Learning to teach in teacher education. Peabody Journal of Education, 89(4), 500–515.

    Article  Google Scholar 

  • Ministry of Education. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Wellington, NZ: Ministry of Education.

    Google Scholar 

  • Morgan, C. (2014). Social theory in mathematics education [Guest editorial]. Educational Studies in Mathematics, 87(2), 123–128.

    Article  Google Scholar 

  • Muir, T., & Livy, S. (2012). What do they know? A comparison of pre-service teachers’ and in-service teachers’ decimal mathematical content knowledge. International Journal for Mathematics Teaching and Learning, December 5, 1–15. Retrieved from http://www.cimt.plymouth.ac.uk/journal/muir2.pdf.

  • Muir, T., Allen, J. M., Rayner, C. S., & Cleland, B. (2013). Preparing pre-service teachers for classroom practice in a virtual world: A pilot study using Second Life. Journal of Interactive Media in Education, 2013(1), 1–17. doi:10.5334/2013-03.

    Article  Google Scholar 

  • Murphy, C. (2013). The role of subject knowledge in primary prospective teachers’ approaches to teaching the topic of area. Journal of Mathematics Teacher Education, 15(3), 187–206.

    Article  Google Scholar 

  • Nason, R., Chalmers, C., & Yeh, A. (2012). Facilitating growth in prospective teachers’ knowledge: Teaching geometry in primary schools. Journal of Mathematics Teacher Education, 15(3), 227–249.

    Article  Google Scholar 

  • National Council of Teachers of Mathematics [NCTM] Committee. (2015). Grand challenges and opportunities in mathematics education research. Journal for Research in Mathematics Education, 46(2), 134–146.

    Article  Google Scholar 

  • New South Wales Department of Education and Training. (2003). Quality teaching in NSW public schools: A classroom practice guide. Sydney: Department of Education and Training, Professional Support and Curriculum Directorate.

    Google Scholar 

  • Nicol, C, Bragg, L., & Nejad, M. (2013). Adapting the task: What pre-service teachers notice when adapting mathematical tasks. Proceedings of the 37 th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 369–376). Kiel, Germany: PME.

    Google Scholar 

  • Nolan, K., & Walshaw, M. (2012). Playing the game: A Bourdieuian perspective of pre-service inquiry teaching. Teaching Education, 23(4), 345–363.

    Article  Google Scholar 

  • Norton, S. (2012). Prior study of mathematics as a predictor of pre-service teachers’ success on tests of mathematics and pedagogical content knowledge. Mathematics Teacher Education and Development, 14(1), 2–26.

    Google Scholar 

  • Owens, K. (2014). The impact of a teacher education culture-based project on identity as a mathematically thinking teacher. Asia-Pacific Journal of Teacher Education, 42(2), 186–207.

    Article  Google Scholar 

  • Perkins, T. (2015). Mentoring to alleviate anxiety in pre-service primary mathematics teachers: An orientation towards improvement rather than evaluation. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 501–507). Sunshine Coast, QLD: MERGA.

    Google Scholar 

  • Prieto, E., Howley, P., Holmes, K., Osborn, J., Roberts, M., & Kepert, A. (2015). Quality teaching rounds in mathematics teacher education. Mathematics Teacher Education & Development, 17(2), 98–110.

    Google Scholar 

  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

    Article  Google Scholar 

  • Smith, M. S., & Stein, M. K. (2011). Five practices for orchestrating productive mathematics discussion. Reston, VA: NCTM.

    Google Scholar 

  • Stillman, G. A. (2013). Implementation of IBL in Europe from an Australasian perspective. ZDM, 45, 911–918.

    Article  Google Scholar 

  • Stylianides, G. J., & Stylianides, A. J. (2014). The role of instructional engineering in reducing the uncertainties of ambitious teaching. Cognition and Instruction, 32(4), 374–415.

    Article  Google Scholar 

  • Sullivan, P. (2015). Researching the role of the teacher in creating socially productive classrooms that facilitate mathematics learning. In P. Gates & R. Jorgensen (Eds.), Shifts in the field of mathematics education (pp. 121–136). London: Springer.

    Google Scholar 

  • Tatto, M., Schwille, J., Senk, S., Ingvarson, L., Rowley, G., Peck, R., … Reckase, M. (2008). Teacher education and development study in mathematics (TEDS-M): Conceptual framework. Policy, practice, and readiness to teach primary and secondary mathematics. East Lansing, MI: Michigan State University.

    Google Scholar 

  • Teacher Education Ministerial Advisory Group [TEMAG]. (2015). Action now, classroom ready teachers. Retrieved from http://www.studentsfirst.gov.au/teacher-education-ministerial-advisory-group.

  • Timperley, H. (2013). Learning to practise: A paper for discussion. Auckland, NZ: The University of Auckland.

    Google Scholar 

  • Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis Iteration [BES]. Wellington, NZ: Ministry of Education.

    Google Scholar 

  • Wilson, S. (2015). Using critical incident technique to investigate pre-service teacher mathematics anxiety. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 313–320). Hobart: PME.

    Google Scholar 

  • Wright, V. (2013). Pre-service teachers’ concept image for circle and ellipse. In V. Steinle, L. Ball, & C. Bardini (Eds.), Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 682–688). Melbourne: MERGA.

    Google Scholar 

  • Young-Loveridge, J., Bicknell, B., & Mills, J. (2012). The mathematical content knowledge and attitudes of New Zealand pre-service primary teachers. Mathematics Teacher Education and Development, 14(2), 28–49.

    Google Scholar 

  • Zeichner, K. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376–382.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Massey University, Wellington, New Zealand

    Glenda Anthony

  2. Curtin University, Bentley, Australia

    Audrey Cooke

  3. University of Tasmania, Hobart, Australia

    Tracey Muir

Authors
  1. Glenda Anthony
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Audrey Cooke
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Tracey Muir
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Glenda Anthony .

Editor information

Editors and Affiliations

  1. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Katie Makar

  2. Fac of Sci, Health, Edu & Engineering, University of the Sunshine Coast, Sippy Downs, Queensland, Australia

    Shelley Dole

  3. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Jana Visnovska

  4. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Merrilyn Goos

  5. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Anne Bennison

  6. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Kym Fry

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer Science+Business Media Singapore

About this chapter

Cite this chapter

Anthony, G., Cooke, A., Muir, T. (2016). Challenges, Reforms, and Learning in Initial Teacher Education. In: Makar, K., Dole, S., Visnovska, J., Goos, M., Bennison, A., Fry, K. (eds) Research in Mathematics Education in Australasia 2012-2015. Springer, Singapore. https://doi.org/10.1007/978-981-10-1419-2_15

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-1419-2_15

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-1417-8

  • Online ISBN: 978-981-10-1419-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation