In this paper, our aim is to analyze the discussions between teacher educator and teachers in the planning of a modelling environment in a continued education course for elementary school teachers. These discussions took place at two different times before the implementation of the modelling task in the participants' teaching practice: first, during the general discussion of the planning of the modelling environment, and again when each teacher developed their lesson plans. The general discussion took place during the fifth meeting of the course. The qualitative data was collected through observations made during the meeting. The results suggest that the discussions among the participants converge on two aspects of the planning of the modelling environment: the planning of teachers' actions and the planning of the modelling task. In addition, we observed that teachers, during discussions with the teacher educator, tend to legitimize the teacher educator's discourse in the planning, in this case, when dealing with the dilemma of open versus closed problem-situations. They also had difficulty in presenting elements that can generate a social debate or reflections with the students in a pedagogic practice.
Teacher education; Teachers; Planning of the mathematical modelling environment
