A Tripartite Cooperation? The Challenges of School-University Collaboration in Mathematics Teacher Education in Norway
Journal article, Peer reviewed
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https://hdl.handle.net/10642/1955Utgivelsesdato
2013-07-07Metadata
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Originalversjon
Bjerke, A. H., Eriksen, E., Rodal, C., Smestad, B. & Solomon, Y. (2013). A Tripartite Cooperation? The Challenges of School-University Collaboration in Mathematics Teacher Education in Norway. Proceedings of the International Groups for the Psychology of Mathematics Education, (2)Sammendrag
One goal of Norway’s new primary teacher education programme of 2010 was
improved school placement: the relationship between the teacher education
institution, practice schools and pre-service teachers was to be formalized as a
tripartite cooperation. However,
in the area of mathematics education,
cooperation is
not straightforward: tensions arise because of pre-service teachers’ prior experience
and beliefs, and differences between university college training and school practice.
This paper reports on questionnaire data and focus group interviews with
first-year pre-service teachers and their mentors following
school placement. It illustrates the
complexity of the partners
hip and its impact on
pre-service teachers’ professional
development in the area of mathematics.