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Norms and practices of secondary teachers’ formation. The Portuguese case (1915-1930)
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Abstract(s)
This paper discusses norms and practices of secondary teacher education in mathematics in the be- ginning of the 20th century in Portugal. Following the educational proposals of the new republican order, Normal Higher Schools [Escolas Normais Superiores), created in 1911 and operational from 1915 until 1930, play a central role in the training of professionals for teaching secondary disciplines, particularly mathematics. For the first time at the secondary level, teacher education comprises a theoretical study of subjects akin to their future profession and a practical initiation at the school level. We focus on the analysis of norms and practices leading to the professional knowl- edge formation of secondary school mathematics teacher. Norms are assessed through the study of legislative documents, regulations and bureaucratic materials. Practices are determined following the analysis of several kinds of students’ work required for the diverse disciplines (exercises, tests, conferences, written assignments, etc.) and the extensive reports produced at the end of their intern- ship. We found these schools fostered the development of a pedagogical knowledge influenced by the New School movement which was based on the ideas of Pestalozzi, Rousseau, etc.; the innovative international mathematical tendencies supported by ICME: and the appreciation of the social util- ity of school mathematics
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Keywords
history of mathematics education teacher education internationalization