Former des formateurs d’enseignants de mathématiques du secondaire : un besoin, une expérience et une question d’actualité
It seems obvious that teacher educators should themselves be trained. Nevertheless, rare are research studies that consider this issue. In this paper we trace the history and present the theoretical background of a university program for training trainers of secondary mathematics teachers, establish...
Enregistré dans:
| Udgivet i: | URI:https://journals.openedition.org/adsc, |
|---|---|
| Auteurs principaux: | , |
| Format: | Article ou chapitre numérique |
| Sprog: | Français |
| Udgivet: |
Annales de Didactique et de Sciences Cognitives
2023
|
| Fag: | |
| Online adgang: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Summary: | It seems obvious that teacher educators should themselves be trained. Nevertheless, rare are research studies that consider this issue. In this paper we trace the history and present the theoretical background of a university program for training trainers of secondary mathematics teachers, established since 2004, grounded on a master degree of didactics of sciences. We first situate this experience in comparison to other similar ones and present its guidelines and discuss opinions of teachers who participated in it. We then develop the research that underpinned this program and its interrelation with the training hypotheses, including assumptions made on the development of teaching practices. We finally discuss why and how such training, made in a university context by researchers, could have an impact on teachers' professional development and what questions it raises for the research in this field. |
|---|