More than 15 years ago, we concluded that the preparation of teachers remains an unstudied problem in education (Sarason, Davidson, and Blatt, 1961). We later concluded that it is unsatisfac­ torily studied for the same reasons that curriculum and methods research is of little consequence, inadequate because for the most part their basic underpinnings are inadequate (Blatt and Garfunkel, 1973);...

The problem of qualitative changes in the training of a mathematics teacher of a secondary school in Russia is defined. In the course of the experimental psychological research we have found three crucial periods of professional development of students. Teachers should be treated at the formation of an integral system of professional-pedagogical activity: professional knowledge, founding stage,...

Tools to support teachers and learning technologists in the creation of effective learning designs are currently in their infancy. This paper describes a metadata model, devised to assist in the conception and design of new learning activities, that has been developed, used and evaluated over a period of three years. The online tool that embodies this model was not originally intended to produc...

We present and discuss in this article some features of a research program whose central object of investigation is the way in which the recent fields of history, philosophy, and sociology of mathematical education could take part in a critical and qualified manner in the initial and continuing training of teachers in this area. For that, we endorse the viewpoint that the courses for mathematic...

This paper reports a sub-set of findings from a phenomenographic investigation into Greek university teachers’ conceptions of, and approaches to, teaching and learning using virtual learning environments (VLEs). Analysis of open-ended interviews with a small group of computer science teachers revealed three qualitatively different conceptions of teaching using VLEs, and different pedagogical ap...

Drawing on extensive interview data with 37 participants across six subject areas (maths, science, English, music, modern foreign languages and geography) this paper explores and explains the extent to which subject teachers and their various epistemic communities or subject sub-cultures negotiate the relationship between ICT and learning in their subject contexts. The study uses Bernstein’s (1...

As mentioned in French secondary school official texts, teaching science implies teaching scientific process. This poses the problem of how to teach epistemology, as traditional science teaching is mostly dogmatic and based on contents. Previous studies show that pupils, science students and teachers mostly own positivist and realist spontaneous conceptions of science and scientific discovery. ...