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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 Type:	Refereed Article
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