Developing an identity as a mathematics teacher through group work

International audienceA concern in teacher education is to tighten the connection between coursework and practice through work with core practices. In this study, we investigated student teachers' learning processes when working in groups in mathematics teacher education, where the tasks the student teachers worked with were centered around core practices. Taking a social view of learning, we describe student teachers' learning to teach mathematics through developing an identity as a mathematics teacher. Group discussions were audiotaped, transcribed, and analyzed using a grounded approach. Our findings suggest that group work centered around core practices gives student teachers good opportunity to negotiate meaning of core practices and develop an identity as mathematics teachers