Abstract
This article presents a study done in an elementary mathematics methods course that focused on the transition of novice teachers’ epistemological stances: former elementary student, university student, and teacher stances. In order to help them develop the teacher stance, we designed a three-phase activity, where two phases took place inside class and the last one occurred outside of class. Novice teachers were given an assignment where they had to rehearse a count in class and enact it in front of a small group of students. They had to write reflections on their rehearsal and enactment. Interviews were done 4 months after the end of the course. The results show that the reflections about mathematics in relation to the use of new teaching practices on eliciting students’ thinking allowed the novice teachers to develop the teacher stance.
Résumé
Cet article présente une étude réalisée auprès de futurs maitres du primaire et porte sur la transition des postures épistémologiques des futurs maitres, soit: l’ancien élève du primaire, l’étudiant universitaire et l’enseignant. Dans le but de favoriser le développement de la posture de l’enseignant, nous avons développé une situation en trois phases. Deux phases ont été vécues en classe alors que la dernière a été vécue hors de la classe. Ainsi, les futurs maitres ont eu à réaliser un travail dans lequel ils devaient répéter un compte et l’enseigner à un petit groupe d’étudiants. Ils ont eu par la suite à consigner leurs réflexions sur la répétition et la réalisation par écrit. Des entrevues ont été réalisées quatre mois après la fin du cours. Les résultats montrent que la réflexion développée envers les mathématiques et l’utilisation de nouvelles pratiques enseignantes sur la sollicitation du raisonnement des élèves a favorisé le développement de la posture de l’enseignant.
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This article was accepted by guest editor Ghislain Samson. Cet article a été accepté par Ghislain Samson, éditeur invité.
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Savard, A. Transition Between University Students to Teachers: Practice in the Middle. Can J Sci Math Techn 14, 359–370 (2014). https://doi.org/10.1080/14926156.2014.964882
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DOI: https://doi.org/10.1080/14926156.2014.964882