Working as mathematics teacher educators at the meta-level (to the focus of the teachers on developing their teaching)

• Tracy Helliwell ^[1] ; Alf Coles ^[1] ; Laurinda Brown ^[1]
  1. [1] University of Bristol

     University of Bristol

     Reino Unido

     
• Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 13, 2018, págs. 105-122
• Idioma: inglés
• DOI: 10.35763/aiem.v0i13.230
• Títulos paralelos:
  • Trabalhando como formador de professores em um meta-nível (de modo a que o professor se foque em desenvolver a sua prática)
  • Travailler comme formateurs d'enseignants de mathématiques au niveau méta (pour porter l'attention des enseignants sur le développement de leur enseignement)
  • Trabajando como formadores de profesores de matemáticas en un meta-nivel (centrando a los profesores sobre el desarrollo de su enseñanza)
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El aprendizaje profesional de los autores, tres formadores de profesores de matemáticas, se ilustra en relación a lo que significa: 1) ser profesor de matemáticas y ser formador de profesores de matemáticas, y 2) la forma en la que noveles y expertos pueden aprender de la misma manera viviendo en detalle experiencias que permitan desarrollar una nueva consciencia vinculada a nuevas acciones. Las perspectivas teóricas desde las que se realiza la discusión son el enactivismo, la meta-comunicación (comunicación sobre la comunicación) y ser reiteradamente consistente. Las prácticas de los tres formadores de profesores de matemáticas se caracterizan porque sus respuestas a las interacciones en el aula, desde lo que ellos perciben, están en un meta-nivel para los estudiantes para profesor mediante comentarios de segundo nivel sobre el aprendizaje de los niños en sus aulas. Se describen un curso de pos-graduación de un año de duración impartido durante 30 años e implementado de manera reiterada siguiendo estos principios (en relación a las prácticas que fomentan la creatividad).

  • English

    The professional learning of the authors, three mathematics teacher educators, is illustrated in relation to: 1) differences between being a mathematics teacher and being a mathematics teacher educator, 2) the way that novices and experts can learn in the same way through dwelling in the detail of experiences to allow new awarenesses to arise linked to new actions. The theoretical perspectives that inform the discussion are enactivism, meta-communication and relentless consistency. The practices of the three mathematics teacher educators in responding to discussions from their perceptions are at a meta-level to the pre-service teachers and support them in meta-commenting about the process of learning to the children in their classrooms. The one-year postgraduate course has served its community of schools for around 30 years in this style with relentless consistency of practices that serve creativity.

  • English

    Le développement professionnel des auteurs, trois professeurs d'enseignement des mathématiques, est illustré en lien avec: 1) les différences entre être enseignant de mathématiques et être formateur d'enseignant de mathématiques, 2) la façon dont novices et experts peuvent apprendre de la même manière, en s'attardant aux détails des leurs expériences afin de faire de nouvelles prises de conscience menant à de nouvelles actions. Les perspectives théoriques qui orientent la discussion sont l'énactivisme, la méta-communication et la cohérence incessante (relentless consistency). Les pratiques des trois formateurs d'enseignants en mathématiques en réponse aux discussions de leurs perceptions sont au niveau méta, afin d'aider les futurs enseignants à formuler des méta-commentaires à propos des processus d'apprentissage des enfants dans leurs classes. Ce cours au supérieur d'une durée d'un an est offert depuis environ 30 ans dans cette approche, une pratique de constance incessante au service de la créativité.

  • português

    O desenvolvimento professional dos autores, três educadores matemáticos, é ilustrado com relação a dois aspetos: 1) diferenças entre ser professor de matemática e ser formador de professores de matemática, 2) a forma como formadores em uma etapa inicial e formadores mais experientes podem aprender, de uma mesma forma, através de um hábito de detalhar as experiências de modo a permitir que uma nova sensibilidade possa surgir relacionada com novas ações. As perspectivas teóricas que informam a discussão são a enatividade, meta-comunicação e relentless. As práticas dos três formadores de professores de matemática ao responderem às discussões das suas percepções encontram-se a um meta-nível para os futuros professores e servem de suporte para pensarem sobre, e comentarem, o processo de aprendizagem dos alunos em suas salas de aula. A pós-graduação de um ano tem servido, desta forma, a comunidade de professores nos últimos 30 anos com uma consitência nas práticas que tem promovido a criatividade.

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