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Chapitre D'ouvrage Année : 2022

Meta-Didactical Transposition.2: The Evolution of a Framework to Analyse Teachers’ Collaborative Work with Researchers in Technological Settings

Résumé

The Meta-Didactical Transposition is a framework born to interpret and analyse the dynamics that characterize the interaction between teachers and researchers in the context of teachers’ professional development. The use of this framework in different contexts of analysis (e.g. collaborative research projects or MOOCs) had the effect of deepening the main ideas of the framework, intertwining them with other ideas from theoretical frameworks that analyse interactions between actors in education, and the use of technologies in teaching. In this chapter, we present the improvements of the framework, introducing them through three examples which highlight the aspects that have been particularly worked on. As with any living, used and useful theoretical frameworks, the process is dynamic and this chapter tends to present the Meta-Didactical Transposition in its current state, showing how different uses have expanded and improved it, but also pointing out lines of work for the coming years.
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Dates et versions

hal-04150916 , version 1 (04-07-2023)

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Annalisa Cusi, Ornella Robutti, Monica Panero, Eugenia Taranto, Gilles Aldon. Meta-Didactical Transposition.2: The Evolution of a Framework to Analyse Teachers’ Collaborative Work with Researchers in Technological Settings. Alison Clark-Wilson; Ornella Robutti; Nathalie Sinclair. The Mathematics Teacher in the Digital Era International Research on Professional Learning and Practice Second Edition, 2022, Mathematics Education in the Digital Era, 978-3-031-05253-8. ⟨10.1007/978-3-031-05254-5⟩. ⟨hal-04150916⟩
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