What knowledge do in-service teachers need to create SRPs?<br>De quelles connaissances les enseignants en exercice ont-ils besoin pour créer des SRP?

Autores

DOI:

https://doi.org/10.23925/1983-3156.2020v22i4p680-693

Palavras-chave:

Anthroplogical Theory of the Didactics, professional development, didactic transposition, Study and Research Path

Resumo

Abstract

In this paper we present ideas regarding what elements of the anthropological theory of didactics in-service teachers need to design study and research paths and realise them in their classrooms. Based on preliminary experiences from other projects we try to identify crucial notions and how they can be transposed in order to support Danish in-service teachers, who has very diverse didactical knowledge.

Keyword: Anthropological Theory of the Didactics, professional development, didactic transposition, Study and Research Path.

Résumé

Dans cet article, nous présentons des idées sur les éléments de la théorie anthropologique du didactique en cours qui ont besoin pour concevoir des parcours d’étude et de recherche et les réaliser. Sur la base des expériences préliminaires d'autres projets, nous essayons d'identifier les notions cruciales et comment elles peuvent être transposées afin de soutenir les enseignants danois, qui possède des savoir-faire didactiques très diverses.

Mots-clés : Théorie anthropologique de la didactique, développement professionnel, transposition didactique, parcours d'étude et de recherche.

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Biografia do Autor

Britta Eyrich Jessen, Department of Science Education, University of Copenhagen, Denmark

Department of Science Education, University of Copenhagen, Denmark

Klaus Rasmussen, University College Copenhagen

University College Copenhagen

Referências

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Publicado

2020-09-15

Como Citar

JESSEN, B. E.; RASMUSSEN, K. What knowledge do in-service teachers need to create SRPs?&lt;br&gt;De quelles connaissances les enseignants en exercice ont-ils besoin pour créer des SRP?. Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática, São Paulo, v. 22, n. 4, p. 680–693, 2020. DOI: 10.23925/1983-3156.2020v22i4p680-693. Disponível em: https://revistas.pucsp.br/index.php/emp/article/view/49547. Acesso em: 22 dez. 2024.

Edição

v. 22 n. 4 (2020)

Seção

Finalizada - Volume 22 - 4 - Advances of the anthropological theory of the didactic

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