Abstract
Meta-Didactical Transposition is a framework created to interpret and analyse the interactions between teachers and researchers in the general context of teachers’ professional development. The use of this framework in specific contexts (not only professional development face-to-face courses, but also within MOOCs or collaborative research projects) triggered the need to develop the main ideas of the framework, intertwining them with ideas from other theoretical frameworks that analyse interactions between actors in education. In this chapter we present the evolution of the Meta-Didactical Transposition framework, focusing, in particular, on the integration of new theoretical elements with the aim to deepen the analysis and interpretation of the so-called phenomenon of “internalisation”, which allows teachers and researchers to introduce external components to their own praxeologies. Specifically, we show, by means of three examples in which digital technologies play complementary roles, how this theoretical integration has supported the investigation of the internalisation process from different perspectives, that is, “the where”, “the why” and “the how”.
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Cusi, A., Robutti, O., Panero, M., Taranto, E., Aldon, G. (2022). Meta-Didactical Transposition.2: The Evolution of a Framework to Analyse Teachers’ Collaborative Work with Researchers in Technological Settings. In: Clark-Wilson, A., Robutti, O., Sinclair, N. (eds) The Mathematics Teacher in the Digital Era. Mathematics Education in the Digital Era, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-031-05254-5_14
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