Professional experience in learning to teach secondary mathematics:Incorporating Pre-service teachers into a community of practice.

Mathematics Educational Research Group of Australasia
Publication Type:
Conference Proceeding
Mathematics: Essential Research, Essential Practice Volume 1, 2007, pp. 182 - 191
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Wenger (1998) and Lave and Wenger (1991) developed a social theory of cognition in which learning takes place as a result of one s legitimate peripheral participation in a community of practice. In this paper, we apply Lave and Wenger s theory in learning to teach secondary mathematics. We report on clinical interview data concerning the practicum experiences of eight students enrolled in the Graduate Diploma in Education programs at two universities. Factors which influence the pre-service teachers classroom practice include the pedagogy of the supervising teacher, the academic ability of pupils, and concerns about classroom management.
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