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Devenir professeur de mathématiques : entre problèmes de la profession et formation en IUFM. Les mathématiques comme problème professionnel.

Abstract : The objective of this research is to specify the problematic step from being a student of mathematics to actually turning into a teacher of mathematics, seen from different viewpoints. We examine this transition basing ourselves on a clinical study of the training given throughout several years at the IUFM in Aix-Marseille, from first year preparing the national exam (CAPES) until standing in front of a classroom in second year. The mathematical universe student teachers are faced with, both in first and second year, is for them full of obstacles concerning questions often unexpected by the external observer, but which reveal the mechanisms of the training in question. It constitutes a crucial factor which forces the student teachers to recognize, assume and face the problems of situations encountered in their professional lives. The wide variety of difficulties pointed out by the student teachers is almost always an indicator of difficulties met by the profession: they bring to light a chaotic and lacunary professional universe in which the denial of the problems is common and where constructing “idionomous” and unquestioned answers proliferates. The training of young teachers seems thus inseparable from the evolution of a profession to which it may contribute by the diffusion of teaching praxeologies co-built in the training.
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https://tel.archives-ouvertes.fr/tel-00120709
Contributor : Gisèle Cirade <>
Submitted on : Sunday, December 17, 2006 - 2:53:11 PM
Last modification on : Friday, January 26, 2018 - 1:21:07 AM
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Gisèle Cirade. Devenir professeur de mathématiques : entre problèmes de la profession et formation en IUFM. Les mathématiques comme problème professionnel.. Mathématiques [math]. Université de Provence - Aix-Marseille I, 2006. Français. ⟨tel-00120709⟩

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