Lærerstuderendes praksisundersøgelser af elever i matematikvanskeligheder – Teoriers funktion

Source abstract

This chapter reports on a study on a module in a Danish teacher education programme. Practice studies that preservice teachers carried out in a module on mathematics difficulties were analysed to identify their use of theory. Groups of 2–4 preservice teachers observed and conversed with selected learners and reported on their experiences and results. The chapter contributes a theoretical construct about student teachers’ three uses of theory: as a structure for selecting cases (S), as inspiration for in-depth studies (I) and as an object of criticism (G). The chapter provides an overview of how to create a connection between research and teaching in teacher education. The authors recommend that Nordic student teachers independently use cases as a method in their studies of authentic practice.