Amalie Sødal has followed the PhD Programme at the Faculty of Engineering and Science, with Specialization in Mathematical Sciences, Scientific Field Mathematics Education.
- Trial lecture starts at 10.30
- Public defence starts at 12.30
Title of trial lecture: What can and should be learned in teacher education: perspectives from research and practice.
Disputation chair: Ingvald Erfjord
Assessment committee:
- First opponent: Professor Merrilyn Goos, University of the Sunshine Coast, Australia
- Second opponent: Associate Professor Frode Olav Haara, Western University of Applied Sciences (HVL), Norway
- Chair of assessment committee: Associate Professor Svanhild Breive, University of Agder
Supervisors in the doctoral work:
- Main supervisor: Professor Simon Goodchild (passed away in 2024)
- Co-supervisor: Associate Professor Hans Kristian Nilsen
Summary of thesis
In their educational trajectory, pre-service mathematics teachers (PSTs) assume two roles: the role of being students themselves and the role of being (novice) teachers. Concurrently, the PSTs are expected to learn from consolidating experiences from university coursework (the role of student) and school placement (the role of novice teachers). PSTs themselves, however, tend to view the two experiences as separate from each other and regard practical experiences as superior to theoretical aspects in their teacher education. Norwegian teacher education has been criticised for being too theoretical, and not practical enough, and there is a call for teacher education programmes to better prepare PSTs for the teaching profession.
This inquiry explores in what ways a Resource Bank for teaching mathematics can facilitate connections between the PSTs’ experiences in coursework and school placement, and supporting the PSTs’ learning across contexts. The idea of the Resource Bank is based on how teachers, in their daily work, select, modify, enact and revise resources for teaching and in this process develop a repertoire of resources for teaching mathematics. Each PSTs in this inquiry have developed a personal Resource Bank, consisting of tasks, activities, reflections, and ideas related to the teaching and learning of mathematics. In this way, they have been given a chance to embark on their practice as teachers while still in their educational trajectory. The findings illustrate how a Resource Bank for teaching mathematics can support PSTs in making connections between university-based experiences and school-based experiences, thereby preparing the PST for assuming teaching positions through a more practically oriented mathematics teacher education.
What to do as an online audience member
The disputation is open to the public.
We ask online audience members to join no earlier than 10 minutes in advance. After these times, you can leave and rejoin the meeting at any time.
Opponent ex auditorio:
Deadline for the public to pose questions is during the break between the two opponents. Questions ex auditorio can be submitted to disputation chair Ingvald Erfjord.