Teaching Practices Among Mathematics Teacher Educators: Intentions and Strategies

• In Event: Intentions, Strategies, and Entangled Problems of Mathematics Practice

Abstract

This study reports phenomenographic research which aimed to explore the approaches to modeling held by mathematics teacher educators. Data were collected through semi-structured interviews conducted face-to-face with fifteen mathematics teacher educators working in three primary initial teacher education programs. The analysis identified four approaches to modeling, ranging from performing pedagogical activities and interactions to developing a teaching connected to the school classroom. These findings have implications for both practice and research. We recommend continuing the study on this topic for improving the teaching practices enacted by teacher educators.

Authors

• Helena Loreto Montenegro, Universidad de Chile

• Salome Martinez, Universidad de Chile