Nanke Dokter

Summary 261 teacher intends to reach, i.e., learning to use AL stimulating strategies. Teacher training colleges should be aware of different starting points in the learning process of student teachers. The curriculum should be organized in such a way that the external domain, the personal domain, the domain of practice and the domain of consequences are connected, and that the key aspects enactment and reflection are emphasized. A recommendation to teacher training colleges is to take a critical closer look at their curricula to see if student teachers get the possibility to practice these key aspects. The last recommendation for teacher training colleges is based on the result that experienced teachers and student teachers used or neglected the same AL stimulating strategies during their mathematics instructions. As student teachers learn from the feedback they receive from their supervisors in the practice schools, teacher educators should be aware that experienced teachers may also need to learn about the variety of AL stimulating strategies. In the teacher training college, the AL stimulating strategies that are used less might be paid attention to. The different materials that were devel- oped during this research can be used in the lessons on AL stimulating behavior. Together student teachers, teachers in the practice schools and teacher educators may negotiate the meaning of AL stimulating strategies: what do they mean, when can they be used the best and what effect is intended when using them? This research offers relevant starting points to discuss these questions. Su