Una aproximación al conocimiento del formador de docentes de matemáticas en la formación inicial

  1. Pérez-Montilla, A. 2
  2. Cardeñoso, J. M. 2
  3. Montes, M. A. 1
  1. 1 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

  2. 2 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Proceedings:
XXVI Simposio de la Sociedad Española de Investigación en Educación Matemática

Publisher: Sociedad Española de Investigación en Educación Matemática

ISSN: 1888-0762

ISBN: 978-84-09-54401-1

Year of publication: 2023

Pages: 443-450

Type: Conference paper

GOOGLE SCHOLAR

Abstract

This work aims to obtain evidence that helps characterize and illustrate certain aspects of the professional knowledge mobilized by a mathematics teacher educator (MTE) in their role as a facilitator of the professional development of teachers of pre-service teacher. Drawing on various theoretical contributions on teacher professional development, our focus is on the development of professional knowledge and the construction of identity as the main objectives of the MTE, offering valuable insightsinto a potential conceptualization of the nature and organization of their knowledge. To achieve this approach, we employ a case study approach to extract evidence through the analysisof specific episodes occurring in a pre-service education classroom. The findings point to a sophisticated and elaborate professional knowledge.