Abstract
The goal of the panel is to explore and discuss teacher education in different parts of the world and to emphasise the commonalities and differences not only in the panellists' countries but in a broad perspective. Different cultures have their own advantages and disadvantages, but rather than seeing these differences in opposition, we may view them as complementary and interrelated.
Therefore, by looking at differences in the parts and processes of our different educational systems, we can learn from each other and develop a more integrated perspective on teacher education. Two key issues frame these questions in our panellists' presentations.
Firstly, there are shared imperatives in many countries and contexts for WNA primary-level teacher education to provide access to deepening teachers' mathematical understandings as well as developing tools that support their mathematics teaching. Panellists present different ways in which this might occur.
Secondly, the panel presentations note structures, formats and content within primary maths teacher education programmes and the ways in which they feature within different contexts.