Classroom simulators: a new training approach to investigate teachers’ professional knowledge and support its development
Résumé
This paper offers an empirical study for supporting teachers’ educators. It presents a new form of
professional learning based on the use of a classroom simulator in training courses. Among the
various research questions that this training approach makes it possible to tackle, we choose to
focus in this paper on the way in which teachers' beliefs and geometry knowledge can be revealed
by means of simulation.
| Origine | Fichiers produits par l'(les) auteur(s) |
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