Retrospective reflections on ‘Missions’ as pedagogies of practice

International audienceMany preservice teachers (PSTs) experience a tension between theoretical input from university and from school placement. What to do about this theory-practice divide is an ongoing debate. In this paper, when investigating the potential of a type of assignment, ‘Missions’, to reduce this divide in mathematics teacher education, we give PSTs a voice in the matter. Their statements connect specific features of the assignments to theory on mathematics pedagogy and to professional practice. Two factors emerge as central to ‘Missions’ bridging theory and practice: PSTs’ lack of familiarity with mathematical investigations and the synergies between several pedagogies of practice – both prior to and during the work on the assignments