- Contact person:
- Anders Jakobsson
- Responsible at Malmö University:
- Anders Jakobsson
- Time frame:
- 01 January 2018 - 31 December 2021
About the project
The aim of this project is to further knowledge about the learning of becoming and newly graduated mathematics teachers, about their participation in school practices, and how they develop a teacher identity. We further focus on how the content and experiences from teacher education is recontextualised by student teachers in their last year and teachers new to the profession.
The empirical component of the study is longitudinal, spanning four years. The first year, we collect data from student teachers. Novice teachers are observed and interviewed yearly for the remaining three years.During the last year of their teacher education, we observe student teachers teaching in the practicum, interview them about the observed lessons, interview them about their learning from teacher education, and if possible record mentoring conversations and the so-called three-party-conversations.We follow the same people three years into their career, with repeated observations and interviews. If possible, we supplement with recordings of meetings amongst teacher groups.
The practicum assessment rubrics from six institutions in as many countries have been analysed from the concept of ’the desired teacher’. A similar analysis of course material from one institution is in process.
Two systematic reviews are in various stages, where one was presented in PME 42 in Umeå this summer.
A number of smaller studies are also under way, for instance interrogating the mathematical and the mathematics educational content in the programmes.
Meet us at conferencesTRACE-members will be participating at the following conferences or Workshops:NOFA 7 in May 2019The 1st International Commognitive Workshop, Haifa in February, 2019Mathematics Education and Society MES10, january-february 2019 in Hyderabad, IndiaPME43, july 2019, in Pretoria, South Africa