On the Problem Between Devices and Infrastructures in Teacher Education Within the Paradigm of Questioning the World .

Abstract

Educating teachers within the paradigm of questioning the world is a challenge. In this chapter, we connect it with two basic problems: the problem of the devices and the infrastructures in teacher education. Within the Anthropological Theory of Didactics, different kinds of devices have already been trailed. Our focus here is on lesson study, as a teacher education device. First of all, we rely on existing research to reformulate lesson study in terms of professional praxeologies that take place in different paradidactic systems. This reformulation contributes to elucidate how lesson study works as a teacher education device, coherent with the paradigm of questioning the world, and to advance in the problem of the infrastructures needed to support it. Specifically, we argue that essential components of such infrastructure are the epistemological and didactic models shared, implicitly or explicitly, by the lesson study community.