In this paper, we present results of an inquiry based teaching implementation carried out on a teacher training course in the University. The framework of the Anthropological Theory of Didactics (ATD) is adopted, and a co-disciplinary Study and Research Path (SRP) whose generative question requires studying physics and mathematics together is carried out by N=25 training teachers of Mathematics at University. Some conclusions concerning the conditions, restrictions and relevance of introducing the RSC in teachers training courses at the university are performed . Keywords : Study and Research Path (SRP), Trainee teachers. Resume Dans ce travail nous presentons des resultats d'un enseignement developpe dans un cours de formation d’enseignants de mathematiques a l'Universite. On adopte le cadre theorique de la Theorie Anthropologique du Didactique (TAD) pour developper un Parcours d'Etude et Recherche (PER) avec N=25 enseignants de Mathematiques en formation a l'univer...

The study of didactic devices with the characteristics of RSC in the teachers' mathematics formation at an Argentine university has led to the future teachers elaboration of their own ideas about of the management of the mentioned device at the Argentine high school. In this paper, results of a semi-structured interview to future teachers are shown. The teachers were attending the last year of the teaching training college at an Argentine university. Our intention was to know the receipt that the future teachers have in the management of an education under the characteristics of RSC to manage the above device in their educational practices. One of the difficulties that the future teachers signal is to select the problematic question that allows to stimulate and to provoke the whole process of study. The choice of the mentioned question is assigned to the same teachers. This constitutes a limitation as for the comprehension and later management of an education for RSC.

The objective of this study is to understand how a curriculum of an initial physics teacher education programme introduces elements of research in physics education for future teachers. This study is justified by the need to reduce the gap between what educational research outcomes says and what is practiced in the classroom, taking the initial teacher training as a possible way to bridge this gap. We present analysis of curricular documents of an initial teacher education programme in Brazil, mainly the Pedagogical Project and Teaching Plans of the subjects Methodology and Practice of Physics Teaching, and we based on Discourse Analysis as a theoretical-methodological framework. Analysis of the curricular documents of the programme indicates that there are several topics that are being studied by the researchers in physics education such as alternative conceptions, CTS relations and didactic laboratories, present in the curriculum. However, the various possible interpretations for ...

There are six Teachers Training Faculties in Serbia which prepare students for work in Primary school, Grades 1.- 4. (7 years old to 11 years old pupils). Courses on Didactics of teaching each particular subject have especially important place in the curriculum for prospective teachers. Among them, Didactics of teaching mathematics is given prominent place. Choice of content and structure of the course are complex issues due to integrative nature of mathematics and intertwine connections with educational psychology and general didactics. One should have in mind that there is no course exhaustive enough to touch upon each possible problem situation that may arise in teaching practice of prospective teachers. Therefore, the primary goal of the course of Didactics of Teaching Mathematics to help students not only to gain substantial knowledge base but to become independent and creative practitioners. The goal of our paper is to point to some aspects of theoretical and practical trainin...

Previous research Gaworski 1991, 1994) suggests that teachers' overt reflection on the practice of teaching mathematics, resulting in informal enquiry into aspects of their practice, leads to the development of their knowledge of teaching and its practice. There is a ...

We present some results of the design and implementation of a research and study course for the Mathematics teacher trainees. The research is based on the Anthropological Theory of the Didactic. We analyze which gestures of the paradigm of the questioning and the research are identified in teacher trainees that study the question: how to teach mathematical knowledge. Keywords : Teacher Training, Mathematics, Anthropological Theory of the Didactical. Resume Nous presentons quelques resultats de la conception et de la mise en œuvre d'un programme d'etude et recherche pour la formation des enseignants en mathematiques, base sur la Theorie Anthropologique du Didactique. On analyse les gestes du paradigme de la recherche et du questionnement du monde identifies chez les etudiants quand ils etudient la question: comment enseigner des mathematiques ? Mots-cles : Formation des enseignants, Mathematiques, Theorie anthropologique de la didactique.

The quality of teacher education is closely linked to the relationship between its core elements-scientific disciplines, educational sciences, subject didactics and practical training. This article uses examples to describe the different relationships between subject didactics (elements of subject-matter teaching and learning) and educational sciences in Germany. Theories of professionalism in the teaching profession are proposed as a possible way to promote dialogue between the two elements while still taking their autonomy into account. The enhanced scientific dialogue between both elements could inspire teacher education that benefits from a stronger interrelation.