inVisible Theory in Pre-Service Mathematics Teachers’ Practicum Tasks

Österling, Lisa

doi:10.1080/00313831.2021.1897874

Cited by 2 publications

(1 citation statement)

References 28 publications

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“…Theory informing the study comes from three main areas in the research literature: the role(s) of MTEs; theory-practice transitions in mathematics teacher education; and practice-theory transitions in mathematics teacher education. We acknowledge that the use of theory and practice to describe transitions between university teacher education courses and school-based field placements creates a false binary and hierarchy (Zeichner, 2010;Österling, 2022). Perpetuating the idea of a theory-practice 'gap' has been shown to be a non-productive discourse in preparing teachers, when instead the goal should be, for example, for PTs to reinvent theories in the form of 'theory-enriched practical knowledge' (Oonk et al, 2015, p. 561).…”

Section: Literature Reviewmentioning

confidence: 99%

The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators

Bjerke

Nolan

2023

Front. Educ.

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In this paper, we present on a research study that was framed in disruptive pedagogy (DP) to examine the post-field context of mathematics teacher educators’ (MTEs’) practices. We open by referring to common challenges discussed in the literature related to theory-practice transitions of prospective teachers (PTs) as they move from university courses to their field placement. After reviewing these challenges, we then shift our focus toward understanding what MTEs see as challenges in the post-field context of teacher education programs; that is, what practice-theory challenges are identified by MTEs as PTs make the transition from field back to university. Briefly, our thematic analysis suggests that, in the post-field context of teacher education programs, MTEs are challenged by organizational issues and institutional structures; by PTs’ return to the university armed with superficial placement stories and unexamined indicators of “good mathematics teaching”; and by the significant emphasis PTs place on mentor voices and ways of teaching, often including unfavorable views on the value of reform teaching. Simply put, MTEs expressed being challenged by PTs’ skepticism, resistance, and lack of conviction toward the role of the university. Additionally, MTEs reported being challenged by their own feelings of resignation that our analysis suggests stems from a growing list of challenges which can result in some MTEs stepping down and settling on a pragmatic approach to their post-field mathematics teaching. To close, implications for MTEs are discussed by pointing specifically to the potential of DP for unpacking practice-theory transitions and considering the creation of a post-field third space.

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Section: Literature Reviewmentioning

confidence: 99%

The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators

Bjerke

Nolan

2023

Front. Educ.

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Navigating Tensions in Designing a Curriculum That Prepares Preservice Teachers for School-Based Learning

Bertram,

Rusznyak

2024

EaC

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A long-standing concern in teacher education is the variability in the quality of practicum experiences afforded to preservice teachers. Although some variability is due to their personal attributes, preservice teachers often find it difficult to connect theoretical insights to teachers’ classroom practices. These challenges can be exacerbated when teachers do not explain the reasoning for what they do and why. School closures during the pandemic provided South African teacher educators with an opportunity to address this concern. We participated in developing a national online module that prepares preservice teachers for school-based learning through guided lesson study. This article adopts a self-study approach to account for the curriculum choices in developing this module. Three tensions needed consideration: portraying teaching as an individualised pursuit and/or a social practice, focusing on generic and/or specialised pedagogies, and focusing on the tacit and/or explicit reasoning that teachers do. We account for how we worked within and between these tensions. A module of this nature potentially enhances school-based learning by making the reasoning of teachers explicit to preservice teachers. To achieve this potential and to advance work-integrated learning as a scholarship, the conceptual underpinnings of the module and its curriculum design must be open to reflection and scrutiny.

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inVisible Theory in Pre-Service Mathematics Teachers’ Practicum Tasks

Cited by 2 publications

References 28 publications

The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators

The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators

Navigating Tensions in Designing a Curriculum That Prepares Preservice Teachers for School-Based Learning

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