One goal of Norway’s new primary teacher education programme of 2010 wasimproved school placement: the relationship between the teacher educationinstitution, practice schools and pre-service teachers was to be formalized as atripartite cooperation. However,in the area of mathematics education,cooperation isnot straightforward: tensions arise because of pre-service teachers’ prior experienceand beliefs, and differences between university college training and school practice.This paper reports on questionnaire data and focus group interviews withfirst-year pre-service teachers and their mentors followingschool placement. It illustrates thecomplexity of the partnership and its impact onpre-service teachers’ professionaldevelopment in the area of mathematics.
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