Teacher education programmes at tertiary educational institutions traditionally comprise three key strands—disciplinary studies, educational studies, and teaching practice. The relevance of teaching practice, especially when student teachers are given the opportunity to pilot new didactic proposals they have contributed to develop, has been shown to be very high in different national teacher education contexts, even when the differences are significant in terms of structure, organization, and curriculum. In the paper some interesting examples presented at the study conference of ways of working with and through practicum will be discussed. Some of these concern how the educational and motivational payoff of practicum can be increased by the choice of structure of the programme. In addition, theoretical tools related to practicum activities have been developed and integrated in the education. Examples of more specific practices are also presented, and some questions are raised concerning issues of cultural differences in relation to practicum. Finally, some conclusions are drawn pointing to the expanding role of practicum as an integrated part of a mathematics teacher education programme.
Learning to Teach Mathematics: Expanding the Role of Practicum as an Integrated Part of a Teacher Education Programme
FAVILLI, FRANCO
2009-01-01
Abstract
Teacher education programmes at tertiary educational institutions traditionally comprise three key strands—disciplinary studies, educational studies, and teaching practice. The relevance of teaching practice, especially when student teachers are given the opportunity to pilot new didactic proposals they have contributed to develop, has been shown to be very high in different national teacher education contexts, even when the differences are significant in terms of structure, organization, and curriculum. In the paper some interesting examples presented at the study conference of ways of working with and through practicum will be discussed. Some of these concern how the educational and motivational payoff of practicum can be increased by the choice of structure of the programme. In addition, theoretical tools related to practicum activities have been developed and integrated in the education. Examples of more specific practices are also presented, and some questions are raised concerning issues of cultural differences in relation to practicum. Finally, some conclusions are drawn pointing to the expanding role of practicum as an integrated part of a mathematics teacher education programme.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
