This introductory paper first reflects the genesis of research in mathematics and science teacher education. The analyses show a movement from foci of research in mathematics and science education from students to teachers, and then to teacher educators. Next, an overview of research in mathematics and science teacher education and its development is provided, including teacher educators’ growth. This is followed by a comparative look at the seven papers in this special issue through three lenses, focusing on who the teacher educators in these papers are, the practices which are the focus for development, and the contexts in which the professional growth is situated. The seven papers not only exemplify how teacher educators might critically and systematically reflect on their own growth, educate new teacher educators, and do corresponding research, but also demonstrate the considerable progress the research community has made with respect to the professional growth of mathematics and science teacher educators in the last decade. Finally, challenges and questions are raised, in particular in relation to raising the quality and quantity of proficient teacher educators in order to strengthen teacher education research, and to have enough human resources to offer more and better professional development opportunities and to support schools.

这篇介绍性论文首先反映了数学和科学教师教育研究的起源。分析显示了从数学和科学教育的研究焦点从学生到教师，再到教师教育者的运动。接下来，概述了数学和科学教师教育的研究及其发展，包括教师教育者的成长。然后通过三个视角对本期特刊中的七篇论文进行比较，重点关注这些论文中的教师教育者是谁、作为发展重点的实践以及专业成长所处的背景。这七篇论文不仅举例说明了教师教育工作者如何批判性地、系统地反思自己的成长，教育新的教师教育工作者，并进行相应的研究，但也证明了研究界在过去十年中在数学和科学教师教育者的专业发展方面取得了相当大的进步。最后，提出了挑战和问题，特别是在提高熟练教师教育者的质量和数量以加强教师教育研究、拥有足够的人力资源以提供更多更好的专业发展机会和支持学校方面的挑战和问题。