Ever since Ball and Cohen (1999) called for a practice-based theory of teacher education the focus on practice-based pedagogy in research on mathematics teacher education has increased (e.g., Charalambous & Delaney, 2020). The need for a focus on practice-based teacher education is argued by McDonald et al. (2013), who described it as “a major shift—a turn away from a predominant focus on specifying the necessary knowledge for teaching toward specifying teaching practices that entail knowledge and doing” (p. 378). Hence, there is a need to bridge the gap between knowledge for teaching and knowledge of teaching, between theory and practice, and between university courses and field work (Ball & Forzani, 2009; Grossman et al., 2009; Zeichner, 2012).
