Literaturnachweis - Detailanzeige
| Autor/in | Österling, Lisa |
|---|---|
| Titel | inVisible Theory in Pre-Service Mathematics Teachers' Practicum Tasks |
| Quelle | In: Scandinavian Journal of Educational Research, 66 (2022) 3, S.519-532 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Österling, Lisa) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-3831 |
| DOI | 10.1080/00313831.2021.1897874 |
| Schlagwörter | Theory Practice Relationship; Preservice Teacher Education; Preservice Teachers; Mathematics Teachers; Practicums; Mathematics Education; Foreign Countries; Task Analysis; Sweden |
| Abstract | The present study adds to an ongoing debate about third spaces in teacher education, spaces where theory and practice come together. One third space is constituted by the written tasks from practicum. Yet research has shown only modest emphasis on theory in such tasks. Tasks from two versions of a programme are used to represent two different positions on linking theory and practice. The tasks were therefore analysed with respect to the demarcation of conceptual objects as well as practice-based contexts. The findings indicate a difference with respect to the demarcation of conceptual objects, especially concepts relating to mathematics and mathematics education. This is seen as indicative of the reduced encouragement of linking theory and practice. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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