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.Norges forskningsråd 21226
