Online paths in mathematics teacher training: new resources and new skills for teacher educators
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This paper considers the work carried out by online teacher educators and their professional development. We use the theoretical perspective of the documentational approach that focuses, in this case, on the interaction between teacher educators and the resources they use for their online training work. We thus study the following issues: (1) What kinds of resources do online teacher educators need, and how are such resources modified according to the educators’ specific skills and needs? (2) What specific skills are needed for setting up online training for mathematics teachers and how do these skills evolve as teacher education resources are used? We consider both questions simultaneously, while presenting results from a study within a specific teacher training programme in France that proposes “training paths” on a national platform. These “paths” are resources designed for teacher educators. We follow the appropriation of two training paths by two educator teams. The ways in which these educator teams were able to appropriate the paths give insights into the teacher educators’ skills and, as well, into the resources they need. By looking at their use of resources (as online mathematics teacher educators), we observe and analyse professional geneses, leading to the development of new skills.
KeywordsDocumentational approach Dynamic geometry Individualisation Investigation Mathematics teacher education Online resources Online teacher education Teacher educators’ professional knowledge Training path
The authors warmly thank Lulu Healy for her help with the English language revisions of this paper.
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