Analysis of the implementation of a professional task designed around the MTSK model
Résumé
Professional tasks are a key aspect of primary teacher education. The aim of this paper is to analyse the design and implementation of a professional task for prospective teachers based on analysis of a lesson recording. Following a design-based research methodology, we present our findings with regard to the targeted professional knowledge and that mobilised during the training session. The analysis revealed both benefits and limitations in the design, to be taken into consideration in the implementation of successive experimentation cycles. Among the benefits offered by this task design, we foreground the richness of the connections between different subdomains revealed by the use of the Mathematics Teachers’ Specialised Knowledge (MTSK) model as the theoretical underpinnings of the task, and the role of video recordings as a central structuring element due to their potential in contextualising classroom practice.
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