2LDAR - Laboratoire de Didactique André Revuz EA 4434 (Université Paris Diderot, bât. Sophie Germain, place Aurélie Nemours, 8e étage, case courrier 7018
75205 Paris cedex 13
Université Paris Diderot - UFR de physique –Bâtiment Condorcet - 8e étage - 4 rue Elsa Morante 75013 Paris
Université Paris Diderot - UFR de mathématiques - Bâtiment Sophie Germain - 8e étage -Place Aurélie Nemours 75013 Paris - France)
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, 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.
Claire Guille-Biel Winder, Frédérick Tempier. A theoretical framework for analyzing training situations in mathematics teacher education. 10th Congress of European Research in Mathematical Education, Feb 2017, Dublin, Ireland. ⟨hal-02052810⟩
