This Research Forum continues the reflection developed in the RF “Teacher knowledge and teaching: viewing a complex relationship from three perspectives” by D. Ball, C.Y. Charalambous, M. Thames, & J.M. Lewis (PME 33, Thessaloniki, 2009). It presents Meta-Didactical Transposition, as a new model for framing teacher education projects that takes both the research and the institutional dimensions into account. The model is mainly based on the Anthropological Theory of Didactics by Y. Chevallard. In the background of current literature on teacher education, the general aim is to discuss the scope and potentialities of the model, and to use it to study some examples. Two national teacher education programs are analysed using the model: the French Pairform@nce and the Italian M@t.abel.

The Meta-didactical transposition: A model for analysing teacher education programs

ARZARELLO, Ferdinando;ROBUTTI, Ornella;SABENA, Cristina;
2013-01-01

Abstract

This Research Forum continues the reflection developed in the RF “Teacher knowledge and teaching: viewing a complex relationship from three perspectives” by D. Ball, C.Y. Charalambous, M. Thames, & J.M. Lewis (PME 33, Thessaloniki, 2009). It presents Meta-Didactical Transposition, as a new model for framing teacher education projects that takes both the research and the institutional dimensions into account. The model is mainly based on the Anthropological Theory of Didactics by Y. Chevallard. In the background of current literature on teacher education, the general aim is to discuss the scope and potentialities of the model, and to use it to study some examples. Two national teacher education programs are analysed using the model: the French Pairform@nce and the Italian M@t.abel.
PME37 Conference
Kiel
luglio 2013
Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education
PME
1
97
124
9783890882871
Teacher education; meta-didactical
Aldon G.; Arzarello F.; Cusi A.; Garuti R.; Martignone F.; Robutti O.; Sabena C.; Soury-Lavergne S.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/136353
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