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Linking Theory and Practice: A Case Study of a Co-Teaching Situation between a Mathematics Teacher Educator and a Primary Classroom Teacher
- Source :
-
Mathematics Teacher Education and Development . 2018 20(3):102-118. - Publication Year :
- 2018
-
Abstract
- In recent years there has been growing concern as to how to bridge the gap between the theory preservice teachers engage with as part of their learning in their tertiary classrooms and the profession. To enable pre-service teachers to make stronger connections with the profession, a mathematics teacher educator worked collaboratively with a practicing teacher by co-teaching one cohort of preservice teachers studying primary mathematics education. In this paper, we present two snapshots of the co-teaching experience and a framework that was used to describe how the co-teaching partnership helped the pre-service teachers to elicit mathematical thinking make connections between theory and practice, when engaged in mathematical discourse.
Details
- Language :
- English
- ISSN :
- 1442-3901
- Volume :
- 20
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Mathematics Teacher Education and Development
- Publication Type :
- Academic Journal
- Accession number :
- EJ1195986
- Document Type :
- Journal Articles<br />Reports - Descriptive