In the dynamic field of mathematics teacher education, the Journal of Mathematics Teacher Education (JMTE) serves as a vital platform for exploring and advancing the education and professional development of mathematics teachers from an international perspective. This issue of JMTE explores the profound impact of cultural, social and institutional contexts on mathematics teacher education and highlights the diversity of educational experiences that contribute to a global understanding of teaching and learning. By examining the rich and diverse studies presented in this issue, we can appreciate how local insights can be used to contribute to the global discourse on mathematics teacher education.
