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Becoming a mathematics teacher educator: perspectives from Kazakhstan and Australia

Callingham, RA ORCID: 0000-0001-5703-5261, Sapazhanov, Y and Orynbassar, A 2020 , 'Becoming a mathematics teacher educator: perspectives from Kazakhstan and Australia', in O Chapman and K Beswick (eds.), Handbook of Mathematics Teacher Education. The Mathematics Teacher Educator as a Developing Professional , Koninklijke Brill NV, Leiden, The Netherlands, 369–390.

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Mathematics education is well established or growing in many countries around the world, but less is known about it and those who are involved in it from countries, such as Kazakhstan, that were part of the United Soviet Socialist Republics. In this chapter, we contribute to this gap in the field by addressing mathematics education and development of mathematics teacher educators in Kazakhstan. Specifically, we focus on the career paths of some Kazakhstan mathematics teacher educators and contrast them with career pathways identified in Australia. We use Bronfenbrenner’s ecological systems model to compare how influences at the macro-, meso- and micro-systems levels play out differently in these two countries and affect the experience of becoming a mathematics teacher educator.

Item Type: Book Section
Authors/Creators:Callingham, RA and Sapazhanov, Y and Orynbassar, A
Keywords: teacher education, mathematics education, cross-cultural comparison
Publisher: Koninklijke Brill NV
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