In this contribution we discuss a course for prospective primary school teachers aimed at providing them with theoretical tools that could support their future work. Specif- ically, the course is based on a theory-informed design of tasks for pupils and subse- quent creation of fictional classroom discussions focused on the same tasks. Our re- search questions concern prospective teachers’ reflections on the activities in which they are involved and on the ways in which these activities could promote their pro- fessional development. By means of a qualitative analysis, we highlight categories of prospective teachers’ reflections and interpret these results in terms of levels of awareness.
Linking theory and practice: prospective teachers creating fictional classroom discussions / Cusi, Annalisa; And, Morselli; Francesca,. - 2:(2018), pp. 323-330. (Intervento presentato al convegno 42nd Conference of the International Group for the Psychology of Mathematics Education tenutosi a Umeå, Sweden).
Linking theory and practice: prospective teachers creating fictional classroom discussions
Cusi Annalisa;
2018
Abstract
In this contribution we discuss a course for prospective primary school teachers aimed at providing them with theoretical tools that could support their future work. Specif- ically, the course is based on a theory-informed design of tasks for pupils and subse- quent creation of fictional classroom discussions focused on the same tasks. Our re- search questions concern prospective teachers’ reflections on the activities in which they are involved and on the ways in which these activities could promote their pro- fessional development. By means of a qualitative analysis, we highlight categories of prospective teachers’ reflections and interpret these results in terms of levels of awareness.File | Dimensione | Formato | |
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