The seven articles that comprise this Special Issue examine the professional growth of mathematics and science teacher educators across different contexts and different foci of who is the teacher educator being studied. Despite these differences, a common thread running throughout these seven articles is the need for learning to be situated in collaboration with others. In this final article, we examine the contribution of these articles through two perspectives: that of the collaborative contexts supporting the professional growth of mathematics and science teacher educators, and the role of disciplinary knowledge as part of the purpose for teacher educators’ professional growth. We notice that collaboration can take on very different structures in supporting teacher educators’ professional learning due to the different purposes and roles of the teacher educators in the studies. We also notice that while collaboration figures as an important component in all of the studies, the disciplinary specific aspects of collaboration, i.e., how collaboration might be negotiated differently by teacher educators in mathematics and science, is still not well understood. Overall, these articles provide important insights that help to shed new light on the complex and multifaceted nature of teacher educators’ learning and growth and provide productive avenues for future research.

构成本特刊的七篇文章探讨了数学和科学教师教育者在不同背景下的专业成长以及所研究的教师教育者的不同关注点。尽管存在这些差异，贯穿这七篇文章的一个共同点是需要学习与他人合作。在这最后一篇文章中，我们从两个角度审视这些文章的贡献：支持数学和科学教师教育者专业成长的协作环境，以及学科知识作为教师教育者专业成长目的的一部分的作用。我们注意到，由于教师教育工作者在研究中的不同目的和角色，协作在支持教师教育工作者的专业学习方面可以采用非常不同的结构。我们还注意到，虽然协作是所有研究的重要组成部分，但协作的学科特定方面，即数学和科学领域的教师教育者如何以不同的方式协商协作，仍然没有得到很好的理解。总体而言，这些文章提供了重要的见解，有助于阐明教师教育者学习和成长的复杂性和多面性，并为未来的研究提供富有成效的途径。合作的学科特定方面，即数学和科学领域的教师教育者如何以不同的方式协商合作，仍然没有得到很好的理解。总的来说，这些文章提供了重要的见解，有助于阐明教师教育者学习和成长的复杂性和多面性，并为未来的研究提供富有成效的途径。合作的学科特定方面，即数学和科学领域的教师教育者如何以不同的方式协商合作，仍然没有得到很好的理解。总的来说，这些文章提供了重要的见解，有助于阐明教师教育者学习和成长的复杂性和多面性，并为未来的研究提供富有成效的途径。