Analysing Practice in Preservice Mathematics Teacher Education

Joao-Pedro da Ponte, Lina Brunheira


This paper presents the case of a year long course based on fieldwork activities
provided to secondary school mathematics preservice teachers, just before their
student teaching practicum. The activities are a first experience in investigating
professional practice—some concern the school as a whole, while others focus on
the mathematics class. Using a qualitative and collaborative methodology, we
discuss the implications of this work for preservice teachers’ education. We argue
that such fieldwork activities may help prospective teachers in developing a
professional discourse and in assuming a professional identity, acquiring new
ways of expressing new educational ideas and assuming a new point of view about
educational phenomena.


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