Supporting Norwegian teachers' collective learning of core practices through cycles of enactment and investigation

Abstract

his chapter explores how a core practice approach can fit into the Norwegian context of teacher education and professional development (PD). Norwegian teacher education is regulated by national curricula and guidelines, and the present curricula favor a practice-based approach. Yet, Norwegian preservice teachers often experience a theory-practice divide in teacher education. Our initial motivation for engaging in a core practice approach was thus to support in-service teachers in developing their abil ity to use mathematical knowledge in practice. The present curriculum reform calls for “greater professionalization, closer relationships with schools, and research-rich school-based experiences for student teachers.” To achieve this, there is a need for PD initiatives that prepare in-service teachers for providing rich practice-based experiences in partnership with teacher education. The present study explores such an approach to PD.