Fiche du document
10 juillet 2023
- handle: 10670/1.mco3fd
- isbn: 978-963-7031-04-5
- hal: hal-04421401
info:eu-repo/semantics/OpenAccess
Mots-clés
Teacher education task design study and research path structured problem-solving anthropological theory of the didacticSujets proches
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Tatsuya Mizoguchi et al., « Students’ design of inquiry with didactic tools: A Japanese case », HAL-SHS : sciences de l'éducation, ID : 10670/1.mco3fd
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Résumé
This paper presents activities of Japanese pre-service teachers designing an inquiry learning activity in the context of study and research paths for teacher education, an instructional format proposed by the Anthropological Theory of the Didactic. It discusses the conditions and constraints of these activities from the perspective of the didactic tools proposed to teacher-students for the design of teaching and learning sequences. Japanese pre-service teachers are instructed on how to design a structured problem-solving (SPS) lesson in previous courses and, in many cases, lessons are designed and implemented in this format during teaching practice in schools. In the teacher education activity considered in this paper, some inquiry tools designed in didactics research appear useful for the students’ analysis of mathematical activities. The activity also indicates that specific design tools for SPS lessons do not always find their correspondence when designing inquiry learning.