We propose a new model to frame teacher education projects, taking into account both research and institutional dimensions. The model, called “Meta-Didactical Transposition”, is based on Chevallard’s anthropological theory, complemented with suitable elements that focus on the specificity of researchers’ and teachers’ roles and enable to describe the evolution of their praxeologies over time. The model is illustrated with examples coming from different Italian projects, and is discussed in the light of the current major research studies on mathematics teacher education.
Meta-didactic transposition: a theoretical model for teachers’ education programs / F., Arzarello; Cusi, Annalisa; R., Garuti; Malara, Nicolina Antonia; F., Martignone; O., Robutti; C., Sabena. - STAMPA. - (2014), pp. 347-372.
Meta-didactic transposition: a theoretical model for teachers’ education programs
CUSI, ANNALISA;MALARA, Nicolina Antonia;
2014
Abstract
We propose a new model to frame teacher education projects, taking into account both research and institutional dimensions. The model, called “Meta-Didactical Transposition”, is based on Chevallard’s anthropological theory, complemented with suitable elements that focus on the specificity of researchers’ and teachers’ roles and enable to describe the evolution of their praxeologies over time. The model is illustrated with examples coming from different Italian projects, and is discussed in the light of the current major research studies on mathematics teacher education.
Pubblicazioni consigliate
I metadati presenti in IRIS UNIMORE sono rilasciati con licenza Creative Commons CC0 1.0 Universal, mentre i file delle pubblicazioni sono rilasciati con licenza Attribuzione 4.0 Internazionale (CC BY 4.0), salvo diversa indicazione.
In caso di violazione di copyright, contattare Supporto Iris
