In countries such as England and the United States, where there remain longstanding difficulties in ensuring that sufficient numbers of well-qualified new mathematics teachers enter the profession, there are similar difficulties in the supply of well-qualified mathematics teacher educators in universities. For example, a recent national inquiry into mathematics teaching in England noted with alarm that “respondents to the Inquiry…expressed anxieties about the future capacity and availability of suitably qualified mathematics educators in higher education to deliver quality ITT (initial teacher training) and provide ongoing CPD (continuing professional development)” (Smith, 2004, para 2.29).
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Pope, S., Mewborn, D.S. (2009). Becoming a Teacher Educator: Perspectives from the United Kingdom and the United States. In: Even, R., Ball, D.L. (eds) The Professional Education and Development of Teachers of Mathematics. New ICMI Study Series, vol 11. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09601-8_13
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