Impact elements of mathematics teacher educators instructional practices

In this paper we discuss the characteristics of instructional practices of mathematics teacher educators that are relevant and impactful for students and educators. We designed the study based on two focus groups: one for students who just finished their initial training and one for trainers who were involved in that training. The analysis was performed by contrasting the views of both groups, emerging elements relating to the degree of importance given to specific mathematical knowledge and strategies to impact teacher models that build students throughout their training. We conclude that the most impact element is the consistency between the educator instructional practices and teaching model that we want students to construct and implement in the classroom.