Document Type

Book Chapter

Publication Date

2025

DOI

10.1108/S1479-368720250000049001

Publication Title

Mathematics Teacher Educators' Intimate Scholarship: Being, Knowing, and Ethics

Pages

1-16

Abstract

Historically scholarly inquiry and practice in mathematics education has responded to societal values and questions. Drawing from the Journal of Mathematics Teacher Education’s description of mathematics teacher educator (MTE) work as in solidarity with and alongside mathematics teachers, we turn to mathematics teacher education research as a series of paradigm shifts. MTEs committed to supporting teachers and transferring knowledge attempted to influence mathematics teachers’ work by exploring and understanding teachers’ behaviors. MTEs have also used insider’s perspectives to report the particular of MTEs’ work by describing it beyond behavior and knowledge. These scholars fulfill the call for theoretical eclecticism and facilitate a turn to ontology. Authors in this book answered the call and joined colleagues in teacher education by using self-based methodologies and insider perspective to study their practices and report findings using intimate scholarship. Chapters offer characterizations of MTE work that complement existing findings, illustrate how self-based methodologies support the continued development of MTEs, and evidence how dissemination using intimate scholarship unearths MTEs’ philosophical considerations. This introductory chapter provides an overview of mathematics teacher education research to situate this volume historically and methodologically. The book’s chapters are then introduced in four sections highlighting chapters’ evidence of being, knowing, ethics, and the interrelatedness of these three philosophical perspectives. We conclude by arguing that using self-based methodologies and writing intimate scholarship reports is a transformative professional learning experience that provides readers with opportunities to consider their own practice activated by stories of others.

Rights

© 2025 Signe E. Kastberg, Elizabeth Suazo-Flores, Melva Grant and Olive Chapman.

This work is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this work (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at https://creativecommons.org/licenses/by/4.0/legalcode.

ORCID

0000-0001-5396-0732 (Grant)

Original Publication Citation

Kastberg, S. E., Suazo-Flores, E., Grant, M., & Chapman, O. (2025). Scholarly inquiry and practice in mathematics teacher education through intimate scholarship. In E. Suazo-Flores, S. E. Kastberg, M. Grant, & O. Chapman (Eds.), Mathematics Teacher Educators' Intimate Scholarship (pp. 1-16). Emerald Publishing Limited. https://doi.org/10.1108/S1479-368720250000049001

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