Journal Review 3 topics -with PP
far.14
PPEXAMPLE1.pptxMathematics teacher education journal: Mathematics Teacher Education and Development, MTED
An Online International Journal with a focus on Australasia
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What I reviewed
Two issues of journal reviewed:
Vol 21, No 1
Vol 20, No 3
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MTED Vol 21, No 1
Secondary Practising Teachers’ Professional Noticing of Students’ Thinking About Pattern Generalisation
Patterns Linking Interpreting and Deciding How to Respond During the Launch of a Lesson: Noticing from an Integrated Perspective
Preservice Teachers’ Use of Curricular Resources for Mathematics Lesson Design
Lesson Plays as a Mirror on Prospective Teachers’ Professional Knowledge for Mathematics Teaching
Building conceptual knowledge of fraction operations among pre-service teachers: Effect of a representation-based teaching approach within a teacher education program
Learning ambitious teaching of multiplicative properties through a cycle of enactment and investigation
Maths Anxious Pre-Service Teachers’ Perspectives of “Doing” Mathematics in a Whiteboard Room
Using Teaching Through Problem Solving to Transform In-Service Teachers’ Thinking about Instruction
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MTED Vol 21, No 1
Occasioning teacher-educators’ learning through practice-based teacher education
Facilitation Practices in Mathematics Teacher Education that Promote Productive Identities in Preservice Elementary Teachers
Growing mathematics teachers: Pre-service primary teachers’ relationships with mathematics
Data Praxis: Teacher educators using data to inform and enhance pre-service teacher mathematics.
Collaborative teacher educator reflection as an approach to (re)designing a mathematics education assessment task
Linking practice and theory: A case study of mathematical discourse between a mathematics teacher educator and a primary classroom teacher
On noticing (and) the theory-practice nexus in mathematics teacher education: Conceptualizing new Bourdieuian fields of social practice in field experience
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Journal Description
Journal Description.
The MTED is an online journal that focuses on mathematics teacher educator research and findings internationally although they serve as the official journal of the Mathematics teacher education group of Australasia
MTED is now (from 2014) an on-line journal, with articles being published on-line first and then grouped into on-line issues and indexed above.
The Mathematics Teacher Education and Development Journal (MTED), an official journal of the Mathematics Education Research Group of Australasia, Inc. (MERGA), is an international refereed journal that provides a stimulating collection of articles with a focus on mathematics teacher education.
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Journal Mission
The mission of this journal is to provide a rich repository online of articles of general interest that focuses on mathematics teacher education that appeals to an international audience.
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Types of articles published
Articles that are published are diverse.
They are interested in articles that are research-oriented on one extreme, to articles that are “think” pieces that present new ideas in the mathematics education space.
They emphasize the importance of their role in the sharing of ideas and findings from research.
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Length of articles
For Vol 21, No 1, the average page length of an article was 23.25.
For Vol 20, No 3, the average page length of an article was 18.71
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Impact factor
There does not seem to be an impact factor for this journal. This is an open source journal so I wonde rif open-source journals get ranked using an impact factor.
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Percentage of submitted articles get published
This information is not available on the website
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The themes that emerge on what is being published
I looked at two publications of this journal. Each edition had a clear focus. The first emphasized teacher practices; the second emphasized teacher educator and preservice teacher practice.
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Specifics in table form
| Edition | Type of studies | Research design used | Population focus | Comments |
| Vol 21, No 1 | Range from Quantitative to Qualitative to the development of a theory | Quantitative and Qualitative, theory | 8 articles total. Half from US; ¼ are from Australia; the other ¼ are from other countries | A surprisingly diverse and interesting set of topics with a focus on practice but also transforming practice. |
| Vol 20, No 3 | Also range of studies to include a lesson study | Quantitative, Qualitative and mixed methods, Case studies and Lesson study | 7 articles total. Three from Australia; 2 from New Zealand; 1 from Canada; 1 from the US. | All but one of the articles had a specific focus on preservice teacher development either in the classroom (clinical) or through professional training. |
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Narratives of each edition
Vol 21, No 1. The first (Vol 20, No 3) centered on developing and improving practice and therefore was very practitioner centered. For example, this journal edition had two articles on noticing but all the articles emphasized some aspect of a teacher or preservice teacher practice. The last article in this journal was entitled, Transforming In-service teachers’ practice by using teaching through problem-solving. This highlights one teacher educator’s attempt to implement an instructional model using problem-based instruction to train in-service teachers to transform their practice.
Vol 20, No 3. The second centered on the pre-service teacher. It presented two articles on how to strengthen the pre-service teachers’ content and pedagogical content knowledge. Another article dealt with co-teaching. One article I found particularly interesting looked at how collaborative self-study can improve outcomes for pre-service teachers. It uses a self-assessment or self-study to help facilitate changes in curriculum work of pre-service teachers.
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Summary
Great, accessible journal with an international focus and with lots of published articles I am personally interested in.
Not too many specifics on the quality of the journal
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