Mathematics teacher and mathematics teacher educator change: insight through theoretical perspectives - part 1

From the Call for Papers for the SI: We aim, in this issue, to explore a range of theoretical perspectives that focus on creating opportunities for teachers to change themselves to promote learning of mathematics, rather than documenting studies where there is an agenda of changing teachers against what is commonly called a reform agenda. In line with Mason’s (1994) position “I cannot change others, but I can work at changing myself” (p. 177), papers should also include critical reflective accounts of the learning/development/change or ‘developing identities’ (Lerman, 2001) of the researchers themselves. How have they changed from engaging in working with teachers using that theoretical perspective? We seek to illuminate the links between how what is done in such projects links to what researchers and teachers think and believe.