The December issue of Journal of Mathematics Teacher Education has recently been published. This issue constitutes the second part of a theme issue on “Mathematics teacher and mathematics teacher educator change” (see also my post about the October issue, which constituted part 1 in this theme issue!). This issue contains six interesting articles:

• Observing the process of mathematics teacher change: part 2, by David Reid and Vicki Zack
• Understanding change through a high school mathematics teacher’s journey to inquiry-based teaching, by Olive Chapman and Brenda Heater
• Challenges of critical colleagueship: examining and reflecting on mathematics teacher study group interactions, by Lorraine M. Males, Samuel Otten and Beth A. Herbel-Eisenmann
• Teachers’ and researchers’ collaboration in analysing mathematics teaching: A context for professional reflection and development, by Despina Potari, Haralambos Sakonidis, Roula Chatzigoula and Alexandros Manaridis
• Mathematics pedagogical change: rethinking identity and reflective practice, by Margaret Walshaw
• Theoretical perspectives on mathematics teacher change, by Merrilyn Goos and Vince Geiger

If you just have the time to read one of these articles, I recommend that you start with the last one, by Merrilyn Goos and Vince Geiger. This article is a discussion essay, where the authors discuss issues that have been raised in all the articles in these two special issues of JMTE. They used a socio-cultural lens in order to analyze this.