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

Abstract

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.

Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times

“…The becoming mathematics teachers might have first-hand experiences with languagerelated tensions when moving between the theory-practice transitions and the practicetheory transitions [26]. While acknowledging the language-related challenges, we suggest that it is important that mathematics teacher educators facilitate the becoming teachers' opportunities to critically reflect on these kinds of experiences.…”

“…The becoming teachers described diverse multiple methods as a resource, and their frustration was directed at their experiences with teachers favoring method rigidity. We see this frustration in relation to the tensions that becoming teachers encounter when they move between practice (what they learn in schools) and theory (what they learn at university) [24,26]. We identified two different approaches in our analysis connected to how the becoming teachers navigate within these tensions: (1) challenging the taken-for-granted situation in schools and (2) going behind the teachers' backs.…”

“…How can becoming teachers facilitate learners' opportunities to express their actual mathematical understanding in classroom communications and test situations? The frustration we sense in the transcripts needs to be met by mathematics teacher educators, and the practice-theory transition [26] might be a catalyst for challenging the practices behind this frustration. We are aware that the educational institutions' way of change is slow-moving, but from our point of view, to raise discussions on the existing storylines that challenge inclusive practices in mathematics classrooms will be a strong entrance point for these changes.…”

“…"As progress continues in efforts to promote border crossing, those who dwell on each side should seek to respect the world across the border" [25] (p. 183). An alternative approach is presented by Bjerke and Nolan [26]. They draw on Pereira [27] and argue for the need for a post-field third space focusing on the practice-theory transition, which includes the voices of teacher educators, teacher mentors, and teacher students.…”

“…They draw on Pereira [27] and argue for the need for a post-field third space focusing on the practice-theory transition, which includes the voices of teacher educators, teacher mentors, and teacher students. They show how disruptive pedagogies in teacher education can "invite awareness and action toward disrupting and challenging dominant discourses in mathematics classrooms" [26] (p. 11). We argue that becoming teachers are primarily the ones who actively cross this border a number of times during their five years in teacher education.…”