La resolución de problemas como estrategia de desarrollo profesional docente: tensiones que se generan en el profesor

  1. Josefa Perdomo Díaz 1
  2. Cristóbal Rojas Becker 2
  3. Patricio Luis Felmer Aichele 2
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    GRID grid.10041.34

  2. 2 Universidad de Chile
    info

    Universidad de Chile

    Santiago de Chile, Chile

    GRID grid.443909.3

Journal:
Educatio siglo XXI: Revista de la Facultad de Educación

ISSN: 1989-466X

Year of publication: 2018

Volume: 36

Issue: 3

Pages: 101-122

Type: Article

Export: RIS
DOI: 10.6018/j/349931 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

Teacher professional development programs aim to generate changes in teachers, in their knowledge, beliefs or practices. For these changes to occur, the professional development experience should cause the teacher to question aspects related to his/her profession. In this article, we present a problem-solvingbased professional development strategy for mathematics teachers and we offer an analysis of the tensions which emerged. To do this, we carried out a case study based on a workshop called RPAula that took place in Chile with elementary teachers. The results show that participation in this workshop causes tensions related to teachers’ expectations about their students, their beliefs about teaching and learning, and their models of mathematics teaching

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