Analysis of Tutoring in the Professional Development of STEM Teachers
Ricart, M. (Universitat de Lleida. Departament de Matemàtica)
Estrada, Assumpta (Universitat de Lleida. Departament de Matemàtica)
Fortuny, Josep M. (Josep Maria) (Universitat Autònoma de Barcelona. Departament de Didàctica de la Matemàtica i de les Ciències Experimentals)

Data:	2022
Resum:	The aim of this work is to explore the impact of the use of five lenses for the professional development of mathematics teachers in a Practicum environment of a master's degree in Teaching in Secondary Schools in Spain, based on based on the video-related model and facilitated by a tutor. This qualitative ethnographic study is part of an action research and focuses on two cases of future secondary mathematics teachers who share a university tutor. The results indicate that the application of the lenses in the video-related model produces signs of changes in professional development, both in terms of the notable events noticed by the teachers and in their narrative, and, in addition, promotes self-regulation of training. It should be noted that, throughout this process, the intervention of the university tutor or facilitator is essential. It is concluded that this model can be replicated in other STEM teacher training specializations.
Ajuts:	Ministerio de Ciencia e Innovación PID2019-105601GB-I00/AEI/10.13039/501100011033
Nota:	Altres ajuts: Research Group FQM-126 (Junta de Andalucía, Spain)
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Mathematics education ; Teacher professional development ; Teacher noticing ; STEM ; Video-related model ; Reflective practice ; Facilitators' practices
Publicat a:	Mathematics, Vol. 10 Núm. 18 (september 2022) , article 3331, ISSN 2227-7390

DOI: 10.3390/math10183331

19 p, 1005.7 KB

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