Mathematics teacher educators'/researchers' collaboration with teachers as a context for professional learning

This paper describes our joint activity as mathematics teacher educators and academic researchers in collaborating with both experienced and novice teachers in two contexts: an emergent community of inquiry into mathematics teaching and its development; and a research methods course, offered as part of a mathematics education Master's program, aspiring to initiate participating teachers into research practice through inquiry. Adopting an Activity Theory (AT) perspective, we analyse our activity, identifying its nature and transformations that frame our professional learning. The results indicate that our professional learning is the outcome of a continuous process of becoming aware of our own activity and its transformation in relation to that of the teachers. © 2014 FIZ Karlsruhe.