The last few decades have produced a considerable body of literature that conceptualizes, operationalizes, and measures teacher knowledge. The focus of this research is on general orientations and tendencies in conceptualizing mathematics teacher knowledge, and how the field currently conceives of what makes mathematics teacher knowledge specialized. The purpose of this research is to identify serious limitations of these orientations and tendencies and to provide alternative views to each of these orientations and tendencies that foreground topics in what makes mathematics teacher knowledge specialized that have only been partially investigated.
Scheiner, T., Montes, M. A., Godino, J. D., Carrillo, J., & Pino-Fan, L. (2019). What makes mathematics teacher knowledge specialized? Offering alternative views. International Journal of Science and Mathematics Education, 17(1), 153-172. link