This research aimed to analyse the induction experiences of preservice mathematics teachers during
their school placements through the lens of communities of practice. The main research question
was concerned with how preservice mathematics teachers perceive what constitutes the practice of
a professional community of mathematics teachers. A qualitative cross-sectional study was
designed. Data collection tools consisted of face-to-face interviews and journals written by
participants. Data was analysed using three modes of belonging in communities of practice
framework: engagement, imagination and alignment. Findings indicated that participants had
valuable observations with regard to professional relationships among mathematics teachers such
as openness to exchange of ideas and collaboration. Data also revealed how preservice teachers
align themselves with norms and values of university and school cultures. In most cases, preservice
teachers endorsed norms of teacher education programs; e.g., they were critical about the
traditional methods and the way technology was used in the partnership school. Their beliefs about
the importance of confidence, strong subject knowledge and formative assessment were reinforced
as a result of their observations in the partnership school
