In this chapter we present a model for pre-service teacher professional development, devoted to primary school level. The objective is to bridge the gap between INVALSI results in Mathematics and teaching learning practices proposed in Italian schools. The model is based on the use of GESTINV database in both the design and implementation of the activities. We conceptualize professional development according to the Meta-Didactical transposition in which GESTINV plays the role of a boundary object in accomplishing boundary crossings between teachers’ and researchers’ praxeologies. We conceive professional development as a change of teachers’ beliefs regarding their specialized knowledge, which covers, according to the MTSK model, both Mathematical knowledge and pedagogical content knowledge.
Mathematics teachers specialised Knowledge and Gestinv database
Francesca Martignone
2023-01-01
Abstract
In this chapter we present a model for pre-service teacher professional development, devoted to primary school level. The objective is to bridge the gap between INVALSI results in Mathematics and teaching learning practices proposed in Italian schools. The model is based on the use of GESTINV database in both the design and implementation of the activities. We conceptualize professional development according to the Meta-Didactical transposition in which GESTINV plays the role of a boundary object in accomplishing boundary crossings between teachers’ and researchers’ praxeologies. We conceive professional development as a change of teachers’ beliefs regarding their specialized knowledge, which covers, according to the MTSK model, both Mathematical knowledge and pedagogical content knowledge.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
