This paper shows how the study of the meta-didactical praxeologies can highlight different features of tasks, actions and theories that a researcher can develop working also as a teacher educator. The theoretical tools presented are part of the Meta-Didactical Transposition model: a model based on the Anthropological Theory of Didactics adapted to the analysis of teacher education processes. These tools are useful to identify and describe when and how some different components of the researchers’ praxeologies changed during the dynamic processes, which involved researchers and teachers in a teacher education project.
A development over time of the reseachers’ meta-didactical praxeologies.
MARTIGNONE, Francesca
2015-01-01
Abstract
This paper shows how the study of the meta-didactical praxeologies can highlight different features of tasks, actions and theories that a researcher can develop working also as a teacher educator. The theoretical tools presented are part of the Meta-Didactical Transposition model: a model based on the Anthropological Theory of Didactics adapted to the analysis of teacher education processes. These tools are useful to identify and describe when and how some different components of the researchers’ praxeologies changed during the dynamic processes, which involved researchers and teachers in a teacher education project.File in questo prodotto:
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