The November issue of Journal of Mathematics Teacher Education has been published, and it contains the following set of articles:

• Education for the knowledge to teach mathematics: it all has to come together, by Peter Sullivan
• Teachers’ perceptions of assessments of their mathematical knowledge in a professional development course, by Michelle T. Chamberlin, Jeff D. Farmer and Jodie D. Novak
• Learning mathematics for teaching in the student teaching experience: two contrasting cases, by Blake E. Peterson and Steven R. Williams
• Mathematical belief change in prospective primary teachers, by Peter Grootenboer
• Toward a framework for the development of mathematical knowledge for teaching, by Jason Silverman and Patrick W. Thompson

Personally, I find this issue particularly interesting, as it has a strong focus on mathematical content knowledge as well as beliefs. These are the main focus areas of my own research as well. I especially find the article by Silverman and Thompson interesting, and their attempt to approach a framework for the development of mathematical knowledge for teaching provides a nice overview of the research that has been done after Lee Shulman presented his ideas about Pedagogical Content Knowledge.