Theory-Practice Relationship in Mathematics Teacher Education in Norway – a Literature Review

Source abstract

The aim of this scoping review is to provide an overview of research on the theory–practice relationship in initial mathematics teacher education in Norway. The review seeks to inform the teaching practices of mathematics teacher educators, identify existing knowledge gaps, and point to directions for future research and development. In total, 38 studies are included. Some of these examine stakeholders’ perceptions of the theory–practice relationship, while others investigate approaches used by mathematics teacher educators to better integrate theory and practice. These approaches are implemented through campus-based coursework, field placements, school-based assignments, and collaborations among mathematics teacher educators, mentor teachers in schools, and pre-service teachers. One area where further research is particularly needed concerns collaboration between schools and universities.