"Variation Theory Isn't the Same as Other Learning Theories": Preservice Teachers' Sense-Making of Theory-Practice Relationships

• In Event: 67.068 - MTCC Roundtable Session 32
  In Roundtable Session: 67.068-11 - Critical Educator Praxis

Abstract

We examine preservice teachers’ (PSTs) lived experiences making sense of the relationship between theory and practices while participating in Variation Theory-informed Learning Study during an elementary mathematics education course. Using a phenomenological approach and transcripts of participants’ interviews, reflective journals, and course assignments, we examined experiences of seven PSTs. Our results indicate that participating PSTs initially did not think about learning theory in relation to teaching however over the course of the Learning Study they developed more meaningful understandings of relationships between Variation Theory, other learning theories, and teaching and learning. This research contributes to our understanding of how PST link theory and practice while engaging in collaborative inquiry embedded in existing structures of teacher education.

Authors

• Diana A Royea, University of British Columbia

• Cynthia C. Nicol, The University of British Columbia