ABSTRACT
This chapter exemplifies how the ATD addresses research on teacher education. A distinctive characteristic is the depersonalisation of problems and their location in an institutional dimension. Three different research studies are outlined. They refer to diverse societal settings, in France and Denmark, and share a common concern about teacher education from the perspective of the profession and the problems it faces. The first study approaches the case of mathematical praxeologies for teaching as a problem and illustrates the process of identification of difficulties in the mathematical praxeologies to be taught. The second study is about interdisciplinary teaching and the difficulties teachers and teacher educators face in managing different constraints, those related to the push for a unified science discipline in primary and secondary education and then the strong discipline orientation in higher education. Finally, the third study analyses the articulation of theoretical and practical teacher knowledge, showing how the collaboration between pre-service and in-service teachers can create new valuable knowledge for both.
