Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. Gómez, P. (2007). Desarrollo del conocimiento didáctico en un plan de forma-ción inicial de profesores de matemáticas de secundaria. [Didactic knowledge development in a preservice secondary mathematics teacher training progra-mme]. Granada, Spain: Departamento de Didáctica de la Matemática, Univer-sity of Granada. Lerman, S. (2001). A review of research perspectives on mathematics teacher ed-ucation. In F. L. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 33-52). Dordrecht, Netherlands: Kluwer. Llinares, S. & Krainer, K. (2006). Mathematics (student) teachers and teacher ed-ucators as learners. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education. Past, present and future (pp. 429-459). Rotterdam, Netherlands: Sense Publishers. Wenger, E. (1998). Communities of practices. Learning, meaning, and identity. Cambridge: Cambridge University.
