A Tripartite Cooperation? The Challenges of School-University Collaboration in Mathematics Teacher Education in Norway

Author(s)

Publication date

2013-07-07

Series/Report no

Proceedings of the International Groups for the Psychology of Mathematics Education;(2)

Publisher

PME

Document type

Abstract

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.

Keywords

Permanent URL (for citation purposes)

  • http://hdl.handle.net/10642/1955