Interroger les pratiques de formation des professeurs de mathématiques : orientations de recherche et perspectives (un agenda)

Abstract

In this text, we propose to question the mathematics teacher training practices and to draw up some orientations and perspectives for their study. We first present a very general overview of these training practices and of their diversity. Beyond these differences, and drawing on existing theoretical elements, we secondly present an approach for conducting research on the implementation of certain training programs. This could serve as means both for analyzing and developing practices during training sessions, as illustrated by two examples sketched on collective training of secondary mathematics teachers. Perspectives end this text, which, let us stress, is not based on actual data analyzes but on a hypothesis on the development of practices. We see it as an agenda for the researcher and the trainer in this emerging field of didactical research.