Malara , N.A., Tortora, R. (2010). A European Project for professional development of teachers through a research based methodology: the questions arisen at international level, the Italian contribution, the knot of the teacher-researcher identity
Malara , N.A., Tortora, R. (2010). A European Project for professional development of teachers through a research based methodology: the questions arisen at international level, the Italian contribution, the knot of the teacher-researcher identity, In Durand-Guerrier, V. et Al. (eds) CERME 6 proceedings, Lione, 1801-1810, Institut National de Recherche Pédagogique. ISBN 978-2-7342-1190-7
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The European project PDTR, which this paper deals with, is aimed at the development of research based methodologies for teacher training to promote new classroom approaches in the sense of PISA competences. After a short description of the Project, we present in some details the cultural choices, the work methodology and the outcomes of the Italian teams. Some reflections are made about the main problems involved, in particular on the intense attempts to clarify the meaning of the figure of the teacher-researcher, the true core of the Project. In a few final remarks we discuss the validity and the potentialities of the Project.
The Project PDTR (Transforming Mathematics Education through Teaching-Research Methodology) has been realized in 2005-2008 under the leadership of S. Turnau (Rzeszów University, Poland), with the help of B. Czarnocha and the expertise of H. Broekman, J. Mason, N.A. Malara. It has involved seven teams of mathematics teachers, apprentices in the craft of “teaching-research”, from Hungary, Italy, Poland, Portugal and Spain.
