Meta-Didactical Transposition: A Theoretical Model for Teacher Education Programmes

We propose a new model for framing teacher education projects that takes both the research and the institutional dimensions into account. The model, which we call Meta-didactical Transposition, is based on Chevallard’s anthropo- logical theory and is complemented by relevant elements that focus on the specificity of both researchers’ and teachers’ roles, while enabling a description of the evolution of their praxeologies over time. The model is illustrated with examples from differ- ent Italian projects, and it is discussed in light of current major research studies in mathematics teacher education.