Abstract
The need for a better understanding of the relationship between mathematics method courses and student teaching periods led me to initiate a research project, with the aim of improving this relationship. At the same time I wanted to overcome the gap between researcher and those participating in research projects. To do this I carried out a project during a student teaching period with a group of eight pre-service elementary teachers who collaborated in my research. The results of this experience prompted me to consider what “collaboration” means and its possible role in teacher training. As a result, I changed my practice to incorporate the findings of previous projects. I was able to realise the importance of including some procedures in the training programmes that would allow the prospective teachers to discuss and share their early experiences relating to mathematics teaching/learning situations. In this chapter I present a summary of these experiences. Through their analysis and discussion, I try to show the role of collaboration in the process of learning to teach. I am also highlighting aspects that I think should be considered in the future.
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Sánchez, V. (2003). An Approach to Collaboration in Elementary Pre-Service Teacher Education. In: Peter-Koop, A., Santos-Wagner, V., Breen, C., Begg, A. (eds) Collaboration in Teacher Education. Mathematics Teacher Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1072-5_5
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DOI: https://doi.org/10.1007/978-94-017-1072-5_5
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