Un costrutto teorico per guidare il docente nell’attività di riflessione a posteriori sulla propria pratica: analisi di un’esperienza di tirocinio

Abstract

In this paper we highlight the consequences, within the context of a teacher training course, of a research work carried out in a senior secondary school, aimed at promoting innovative teaching/learning sequences in the subject of algebra. We will focus particularly on one of the main results of the research used to create a theoretical construct to analyse the role of the teacher as a tool for a posteriori reflection on the activities carried out by the trainee teachers who took part in the SSIS course.