Collaborative self-study and peer learning in teacher educator reflection as an approach to (re)designing a mathematics education assessment task

(Re)designing mathematics assessment tasks that prepare pre-service teachers for teaching and offer learning opportunities for developing pedagogical practice is a challenging endeavour for teacher educators. Collaborative, reflexive peer learning teams provide expertise and support in advancing effective curriculum work, such as assessment tasks. This case study sheds light on the impact of self-study to facilitate changes in curriculum work and improve learning outcomes for pre-service teachers and teacher educators, thus, is worthy of further exploration.