Frameworks for evaluating the work of teachers and teacher educators

This edition of Mathematics Teacher Education and Development is the first edited by a new team: Associate Professor Tracey Muir, Dr Carol Murphy, Dr Noleine Fitzallen, and Dr Robyn Reaburn, all from the University of Tasmania. We would like to thank the previous editorial team for their hard work: Associate Professor Fiona Ell, Dr Jodie Hunter, and Associate Professor Robin Averill. Under their leadership, the journal has increased its reputation, and has continued to foster research from all over the world. We also thank them for their assistance in the transition period.

I doubt that there is a mathematics teacher educator who is not driven by the desire to give school students the best mathematics teachers possible, and this is a focus of much of our teaching with preservice teachers (PSTs). For the same reason mathematics teacher educators often present professional development to practicing teachers. It is not always easy, however, to know what these PSTs or practicing teachers take away from what we do. Many of the papers in this issue provide frameworks in which we, as teacher educators, can assess the effectiveness and impact of our work.