Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge – An Institutional Perspective
DOI:
https://doi.org/10.23925/1983-3156.2019v21i4p157-170Palavras-chave:
educators teach, Japanese teacher, Swedish Mathematics TeacherResumo
Résumé
L'objectif de ce travail est d'étudier quel genre de conditions et de limites constituent le contenu de la connaissance didactique du contenu dans les formateurs d'enseignants japonais et suédois (PCK). Nous décrivons comment les formateurs organisent leurs pratiques d'enseignement en relation avec la détermination de la zone pour analyser les praxéologies des leçons. Notre étude montre que le PCK des formateurs d'enseignants japonais est partagé plus explicitement par la communauté des formateurs par rapport à l'homologue suédois. En outre, un programme de formation japonais plus détaillé ainsi que l'approche structurée de résolution de problèmes illustrent comment créé de riches organisations mathématiques et didactiques pour les futurs enseignants.
Abstract
The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.
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