Abstract
This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between theory and practice becomes an element of both teacher educator and researcher development.
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García, M., Sánchez, V., Escudero, I. et al. The Dialectic Relationship between Research and Practice in Mathematics Teacher Education. J Math Teacher Educ 9, 109–128 (2006). https://doi.org/10.1007/s10857-006-0003-8
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DOI: https://doi.org/10.1007/s10857-006-0003-8