A Tripartite Cooperation? The Challenges of School-University Collaboration in Mathematics Teacher Education in Norway
Journal article, Peer reviewed
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Original versionBjerke, 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)
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.