A theoretical framework for analyzing training situations in mathematics teacher education

Abstract : The thoughts on the primary schoolteacher training have led to the production of many resources for primary schoolteachers. Faces of the abundance of such documents, teacher educators need some tools to identify the knowledge potentially at stake in training situations and to allow them to implement such situations according to their own objectives and context. We present a five-level analysis framework that characterizes the training tasks, taking account of the activities induced by the task, according to the expected posture of the prospective teacher, to the type of the knowledge at stake and to possible degrees of decontextualization. We illustrate this analysis framework by presenting an example of a training scenario based on the principle of role-play.
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Communication dans un congrès
10th Congress of European Reserach in Mathematics Education - CERME 10, Feb 2017, Dublin, Ireland
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Contributeur : Frédérick Tempier <>
Soumis le : mardi 6 mars 2018 - 16:01:11
Dernière modification le : mercredi 11 avril 2018 - 15:10:07

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  • HAL Id : hal-01724620, version 1

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Claire Guille-Biel Winder, Frédérick Tempier. A theoretical framework for analyzing training situations in mathematics teacher education. 10th Congress of European Reserach in Mathematics Education - CERME 10, Feb 2017, Dublin, Ireland. 〈hal-01724620〉

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