Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience
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31 mars 2016
- handle: 10670/1.757n33
- hal: hal-01337879
info:eu-repo/semantics/OpenAccess
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Irene Biza et al., « Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience », HAL-SHS : sciences de l'éducation, ID : 10670/1.757n33
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In this poster presentation we discuss how the mathematical and pedagogical content addressed in the taught component of a mathematics teacher education programme interacts with teacher-students' experiences in school placements and their reflection on these experiences. We invited mathematics teacher-students to provide scenarios drawn on their experience in schools soon after their first block of school placement, then these scenarios (12) were discussed by17 teacher-students in groups and in class discussions. Scenarios and discussions were analysed according to four characteristics: consistency between stated beliefs and intended (or reflected upon) practices, specificity of the reflection to the classroom situations under consideration, reification of pedagogical discourse, and reification of mathematical discourse.