Student teachers’ thinking about learning to teach: a study of student teachers of mathematics and science at the end of their initial training

Recent dominant models of student teacher learning include apprenticeship and reflective practice, but these are now being challenged, extended and enriched by broader sociocultural models of learning. These new models direct attention to how learning is shaped by an interplay between the characteristics of the student teachers, their lecturers and their teacher mentors, and the characteristics of the university, schools and societal contexts...