What Counts as Professional Learning Among Chilean Mathematics Teacher Educators? A Preliminary Study

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Teacher Professional Development in International Contexts (Table 4)

Abstract

Several studies have reported the relevance of supporting teacher educators’ professional learning. However, studies on this topic are scarce considering the perspective of mathematics teacher educators. This study explores what professional learning means to mathematics teacher educators and how they envision it. Data was collected through five focus groups using a convenience sample comprising 30 mathematics teacher educators from 14 universities. The focus groups were analyzed using thematic analysis. Findings indicate that professional learning is a dynamic and ongoing process that must be closely linked to educational contexts. Besides, mathematics teacher educators identify similar needs and challenges regardless of years of professional experience and the stage of their professional career. Finally, practical recommendations are discussed.

Authors

• Helena Loreto Montenegro, Universidad de Chile

• Salome Martinez, Universidad de Chile

• Camila Lizama, Universidad de Chile