Working Collectively to Design and Use Online Teacher Education Curriculum: How do Teacher Educators Organize Themselves to Accomplish this Task?

Abstract This article explores how elementary and secondary mathematics teacher educators (MTEs) from multiple institutions collectively design and implement digital curriculum resources for practice-based teacher education using digital tools. This cross-institutional collaboration supports the development and adaptation of resources across diverse educational contexts. Through a three-year study utilizing Engeström’s Activity Theory, we examine differences in group objectives, division of labor, and tool usage. Our findings reveal three organizational models – Hosting , Potluck , and Cooking Club – and highlight three key layers of representation: mathematics in K–12 classrooms, students’ individuality, and teacher education pedagogies. These insights underscore the importance of adaptable digital tools and inform strategies for effective cross-institutional collaboration in teacher education.