Additional participants in the project:
- P. Valero, Professor at Stockholm University, Sweden
- A. Andersson, Associate Professor at the University of South Eastern Norway
- K. Skog, Senior Lecturer at Stockholm University, Sweden
- A. Pansell, Lecturer at Stockholm University, Sweden
- Anette de Ron, Lecturer at Stockholm University, Sweden
- Veronica Jatko Kraft, Lecturer at Stockholm University, Sweden
- Inger Ridderling, Lecturer at Stockholm University, Sweden
- Lisa Österling, Lecturer at Stockholm University, Sweden
Internationally, the project links with the work of the following researchers:
- S. Bansilal, Associate Professor at the University of KwaZulu-Natal, South Africa
- J. F. Maniraho, Lecturer at the University of Rwanda
- E. Ampadu, Senior Lecturer at the University of Ghana
The advisory board of the project:
- B. Herbel-Eisenmann, Professor at Michigan State University, USA
- J. Skott, Professor at Linnæus University, Sweden
- M. T. Tatto, Professor at Arizona State University, USA
- L. Rusznyak, Associate Professor at the University of the Witwatersrand, South Africa
- K. Pettersson, Senior lecturer at Stockholm University, Sweden
Summary of the project:
Tracing mathematics teacher education in practice
A review of literature on mathematics teacher learning reveals that knowledge about how teachers learn in and from practice is limited, as is knowledge of how they adapt content from their teacher education. Thus, we have an insufficient basis for research-informed selection and sequencing of content in mathematics teacher education; for later interventions with teachers; and for support to retain and develop teachers in the profession.
Following student teachers from their last year in teacher education to their third year in the profession, we obtain insights into how novice teachers learn in their professional practice. The study focuses on several perspectives: (a) didactical content taught in current mathematics teacher education programmes; (b) student teachers’ take-up of didactical content; (c) how novice teachers change their practices in schools, including how they adapt and transform what they learned in teacher education; (d) which conditions and constraints influence how they adapt and transform didactical content from teacher education; and (e) how the novice teachers take part in their school communities over time.
The empirical component of the study is longitudinal, spanning four years. It has sister projects in Rwanda, Greece, and South Africa. Novice teachers are observed and interviewed annually.
Theoretically, the project applies the theories and frameworks of commognition, mathematical discourse in instruction, and the anthropological theory of the didactic.
Read more about the project on the institutional webpage: https://www.mnd.su.se/english/research/mathematics-education/research-projects/trace
Follow the project on Research Gate: https://www.researchgate.net/project/TRACE-Tracing-mathematics-teacher-education
Discuss with us on the blogg: https://tracingmathematicsteachereducation.blogspot.com/
