This study aims to document and examine mathematics teacher educators’ (MTEs) knowledge sources in teacher education practices. The study adopts a mixed-method, embedded research design. Data were collected via a questionnaire with elicitations about MTEs’ descriptive features as well as with open-ended items. Target population was all MTEs working in mathematics education departments across Turkish universities. The questionnaire was emailed to all MTEs, and 281 out of 522 returned with their answers. MTEs’ written statements were examined via inductive thematic analysis. A post hoc quantitative analysis was also conducted to explore the relationships between knowledge sources and four variables: gender, self-identification, teaching experience and academic ranking. The analysis allowed the determination of a variety of knowledge sources in teacher education practices and established certain relationships. The findings are discussed with regard to MTEs’ professional development, conceptions of knowing and learning and the contribution of different sources to the teacher education practices.

这项研究旨在记录和检验数学教师教育者（MTE）在教师教育实践中的知识来源。该研究采用了一种混合方法的嵌入式研究设计。通过问卷调查收集数据，这些数据可以激发出有关MTE的描述性特征以及不限成员名额的内容。目标人群是在土耳其大学数学教育部门工作的所有MTE。问卷已通过电子邮件发送给所有MTE，并且在522个回复中有281个返回了他们的答案。MTE的书面陈述通过归纳主题分析进行了审查。还进行了事后定量分析，以探索知识来源与四个变量之间的关系：性别，自我认同，教学经验和学术排名。通过分析，可以确定教师教育实践中的各种知识来源，并建立一定的关系。讨论的结果涉及MTE的专业发展，知识和学习的观念以及不同来源对教师教育实践的贡献。