Research on the pre-service education of teachers of mathematics

This review is organised around four conceptual themes reflecting current research perspectives on mathematics teacher education: (1) pre-service teacher learning as growth of mathematical and pedagogical content knowledge (learning as knowing); (2) the role of beliefs and affects in preservice teacher learning (learning as believing and feeling); (3) pre-service teacher learning as a sociocultural activity (learning as becoming); (4) teacher educators researching and reflecting on their own practice (learning as inquiring). Recommendations for advancing research in this field address the need for larger scale multidimensional studies, integration and synthesis of existing studies, and for teacher educators to develop a more critical stance in researching their own practices.