Reconceptualising the roles of researchers and teachers to enhance primary pre-service teachers’ knowledge for teaching mathematics

Sharyn Livy, Tracey Muir, Ann Downton

    Research output: Contribution to conferenceAbstractpeer-review


    Bridging the gap between practice and research is fundamental for supporting pre-service teachers in learning the knowledge and skills required to be fully qualified teachers. Calls for improvements to teacher education recommend integration of theory and practice. To answer this call, a mathematics teacher educator and a primary school teacher co-taught a cohort of third year pre-service teachers for one semester. Open coding was used to analyse qualitative and quantitative data from pre and post survey responses, collected from pre-service teachers who experienced the co-teaching and those who did not. The findings indicated that the innovative and collaborative co-teaching approach assisted pre-service teachers to improve their knowledge for teaching across nine categories. The highest gains were in their knowledge of how to teach and knowledge of a primary mathematics classroom. The findings have implications for teacher educators who are looking to bridge the research-practice nexus.
    Original languageEnglish
    Number of pages8
    Publication statusPublished - 2019
    EventInternational Conference of the Australian Association for Research in Education 2019 - Queensland University of Technology, Brisbane, Australia
    Duration: 1 Dec 20195 Dec 2019


    ConferenceInternational Conference of the Australian Association for Research in Education 2019
    Abbreviated titleAARE 2019


    • pre-service teachers
    • co-teaching
    • knowledge for teaching
    • primary
    • mathematics

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