Research on preservice teacher learning has often focused on coursework and course related field experiences, and not as much on the learning that takes place during student teaching field experiences. Since preservice student teachers are engaged with children on a daily basis, attention to their own students' thinking should be viewed as a means…

Describes a mentoring process that helped a Norwegian preservice teacher learn to teach elementary multiplication. The mentoring interaction provided the novice with an intensive discussion based on a small sequence of events. Through discussions with her mentor, the student teacher learned to use the language of practice to examine her own…

An analysis of a student teacher's lesson in multiplication for Norwegian second graders explored why the lesson did not succeed. Two interpretive frameworks were used to analyze the lesson: teaching as a complex cognitive activity and teaching as improvisation. The student teacher, Marte, believed in child-centered education and tried to create…