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A Framework for Conceptualising Pre-Service Mathematics Teachers' Learning across the Contexts of Coursework and School Placement

Artigo2026

Amalie Sødal

Metadados apenas Página oficial: A Framework for Conceptualising Pre-Service Mathematics Teachers' Learning across the Contexts of Coursework and School Placement (abre em nova aba)

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Resumo

Pre-service mathematics teachers take on two roles with sometimes contrasting expectations in relation to teaching mathematics: being students and novice teachers transitioning between the practice of university and the practice of schools. Integrating and learning from these two practices in mathematics teacher education is challenging. In this paper, a framework for conceptualising pre-service mathematics teachers' learning across contexts is presented. The framework combines the documentational approach to didactics and Valsiner's zone theory. Further, the applicability of the framework is illustrated through the case of one pre-service mathematics teacher, Josefine. It is argued that the analytical framework can expose how Josefine's interaction with resources for teaching mathematics is influenced by the different contexts (university and school) she is part of and further, how she learns from and develops her resources from experiences across contexts. Moreover, the framework serves to elaborate the role of agency in the development of Josefine's practice.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education
Ano
2026
Idioma
en
Palavras-chave
Preservice Teachers; Mathematics Teachers; Preservice Teacher Education; Learning Processes; Mathematics Instruction; Context Effect; Teacher Placement
Temas
Formação de Professores de Matemática
ISSN
1386-4416
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SøDAL, Amalie. A Framework for Conceptualising Pre-Service Mathematics Teachers' Learning across the Contexts of Coursework and School Placement. Journal of Mathematics Teacher Education, 2026. Disponível em: http://dx.doi.org/10.1007/s10857-025-09714-1. Acesso em: 5 nov. 2026.

APA

Sødal, A. (2026). A Framework for Conceptualising Pre-Service Mathematics Teachers' Learning across the Contexts of Coursework and School Placement. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-025-09714-1

BibTeX
@article{sxfdal2026,
  author = {S\ødal, Amalie},
  title = {A Framework for Conceptualising Pre-Service Mathematics Teachers' Learning across the Contexts of Coursework and School Placement},
  year = {2026},
  journal = {Journal of Mathematics Teacher Education},
  url = {http://dx.doi.org/10.1007/s10857-025-09714-1},
  language = {en}
}
RIS
TY  - JOUR
AU  - Sødal, Amalie
TI  - A Framework for Conceptualising Pre-Service Mathematics Teachers' Learning across the Contexts of Coursework and School Placement
PY  - 2026
JO  - Journal of Mathematics Teacher Education
UR  - http://dx.doi.org/10.1007/s10857-025-09714-1
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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