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.
|Number of pages||8|
|Publication status||Published - 2019|
|Event||International Conference of the Australian Association for Research in Education 2019 - Queensland University of Technology, Brisbane, Australia|
Duration: 1 Dec 2019 → 5 Dec 2019
|Conference||International Conference of the Australian Association for Research in Education 2019|
|Abbreviated title||AARE 2019|
|Period||1/12/19 → 5/12/19|
- pre-service teachers
- knowledge for teaching
Livy, S., Muir, T., & Downton, A. (2019). Reconceptualising the roles of researchers and teachers to enhance primary pre-service teachers’ knowledge for teaching mathematics. Abstract from International Conference of the Australian Association for Research in Education 2019, Brisbane, Australia.