ABSTRACT

The present study adds to an ongoing debate about third spaces in teacher education, spaces where theory and practice come together. One third space is constituted by the written tasks from practicum. Yet research has shown only modest emphasis on theory in such tasks. Tasks from two versions of a programme are used to represent two different positions on linking theory and practice. The tasks were therefore analysed with respect to the demarcation of conceptual objects as well as practice-based contexts. The findings indicate a difference with respect to the demarcation of conceptual objects, especially concepts relating to mathematics and mathematics education. This is seen as indicative of the reduced encouragement of linking theory and practice.

摘要

本研究增加了关于教师教育第三空间的持续辩论，即理论与实践相结合的空间。三分之一的空间由实习中的书面任务构成。然而，研究表明，在这些任务中对理论的重视程度并不高。来自一个程序的两个版本的任务用于代表连接理论和实践的两个不同立场。因此，这些任务被分析为概念对象的划分以及基于实践的上下文。研究结果表明概念对象的划分存在差异，特别是与数学和数学教育有关的概念。这被视为对将理论与实践联系起来的鼓励减少的迹象。