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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
Citation
Downtown, A and Muir, T and Livy, S, Linking theory and practice: A case study of a co-teaching situation between a mathematics teacher educator and a primary classroom teacher, Mathematics Teacher Education and Development, 20, (3) pp. 102-118. ISSN 2203-1499 (2018) [Refereed Article]
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Copyright Statement
Copyright 2018 Mathematics Education Research Group of Australasia, Inc.
Official URL: https://mted.merga.net.au/index.php/mted/article/v...
Abstract
In recent years there has been growing concern as to how to bridge the gap between the theory pre-service 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 pre-service 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.
Item Details
Item Type: | Refereed Article |
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Keywords: | pre-service teachers, teacher education, mathematics education, co-teaching, primary, theory and practice |
Research Division: | Education |
Research Group: | Curriculum and pedagogy |
Research Field: | Mathematics and numeracy curriculum and pedagogy |
Objective Division: | Education and Training |
Objective Group: | Teaching and curriculum |
Objective Field: | Teacher and instructor development |
UTAS Author: | Muir, T (Associate Professor Tracey Muir) |
ID Code: | 129670 |
Year Published: | 2018 |
Deposited By: | Education |
Deposited On: | 2018-12-12 |
Last Modified: | 2019-09-09 |
Downloads: | 0 |
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