Analysing practice in preservice mathematics teacher education
This paper presents the case of a yearlong course based on fieldwork activities provided to secondary school mathematics preservice teachers, just before their student teaching practicum. The activities are a first experience in investigating professional practice—some concern the school as a whole,...
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| Formato: | article |
| Idioma: | eng |
| Publicado em: |
2011
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| Texto completo: | http://hdl.handle.net/10451/3995 |
| País: | Portugal |
| Oai: | oai:repositorio.ul.pt:10451/3995 |
| Resumo: | This paper presents the case of a yearlong course based on fieldwork activities provided to secondary school mathematics preservice teachers, just before their student teaching practicum. The activities are a first experience in investigating professional practice—some concern the school as a whole, while others focus on the mathematics class. Using a qualitative and collaborative methodology, we discuss the implications of this work for preservice teachers’ education. We argue that such fieldwork activities may help prospective teachers in developing a professional discourse and in assuming a professional identity, acquiring new ways of expressing new educational ideas and assuming a new point of view about educational phenomena. |
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