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首页> 外文期刊>Journal of mathematics teacher education >Prospective teachers navigating intersecting communities of practice: early school placement
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Prospective teachers navigating intersecting communities of practice: early school placement

机译：预期教师导航与界面的惯例：早期放置

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摘要

An issue of particular concern in mathematics teacher education is the relationship between theory and practice, and the nature of university–school partnerships. We report here on results from a research project answering the call for a more systematic understanding of the practice learning context. The study focuses on the new Norwegian elementary teacher education programme and highlights the difficulties involved in connecting theory and practice and how prospective teachers may be supported in this respect. Focus group interviews involving 51 first-year prospective teachers and 25 teacher–mentors investigated early school placements, specifically prospective teachers' positions in the classroom as teachers of mathematics, and the ways in which the mentoring relationship supported their developing role. Taking a communities of practice perspective, we found that the idea of movement across intersecting and sometimes conflicting communities of practice is helpful in aiding our understanding of the difficulty of connecting theory and practice. Additionally, variations in mentoring styles and perceptions of prospective teachers' mathematics and pedagogic knowledge competencies play a part in some prospective teachers' difficulties in taking up a role as legitimate peripheral participant in the school. We conclude by considering ways in which prospective teachers might be better supported to cope with school placement.
机译：数学教师教育中特别关注的一个问题是理论与实践之间的关系，以及大学与学校合作的性质。我们在这里报告了一个研究项目的结果，该项目响应了对实践学习环境进行更系统理解的呼吁。这项研究的重点是新的挪威小学教师教育计划，并强调了理论与实践相结合所涉及的困难，以及在这方面如何支持未来的教师。焦点小组访谈涉及51名一年级准教师和25名教师-导师，调查了早期学校安置情况，特别是准教师作为数学教师在课堂上的地位，以及导师关系支持其发展角色的方式。从实践社区的角度来看，我们发现，在交叉的、有时相互冲突的实践社区中运动的想法有助于帮助我们理解理论与实践相联系的困难。此外，指导风格的差异以及对未来教师数学和教学知识能力的看法，也是一些未来教师难以成为学校合法外围参与者的原因之一。最后，我们考虑如何更好地支持未来的教师来应对学校的安置问题。

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