This book examines the evolving professional identity and practice of mathematics teacher educators. It explores the complex landscape of professional development for those who train future mathematics teachers, drawing on research and practical experience to illuminate the challenges and opportunities inherent in this role. The work investigates how these educators navigate their own learning, adapt to new pedagogical approaches, and contribute to the broader field of mathematics education.

The book is likely to be regarded as a significant contribution to the field of mathematics teacher education, offering valuable insights for both novice and experienced educators. Its focus on the professional development of those who train teachers suggests a text aimed at a specialist audience seeking to enhance their pedagogical and professional capabilities. The content is expected to be research-informed, providing a solid foundation for understanding the complexities of this crucial role.