Análisis del discurso de los profesores en formación en un contexto de innovación pedagógica en geometría

Abstract

Reflective discourse analysis of pre-service teachers in a context of pedagogical innovation in geometry. The reflective narratives of three pre-service teachers are analysed from the perspective of discourse analysis and reflection on practice, applied to the acquisition of geometric competences and the role of dynamic geometry. In the context of the master's degree for future secondary school teachers in mathematics and a pedagogical innovation project, where two of the authors gave training sessions entitled 'automated visualization' and 'technological mediation', the pre-service teachers were given a questionnaire in which they were asked to return to what they had learned, questioning the contribution of their training to their future teaching practice. In the narratives collected, three degrees of reflection can be found, ranging from the naivety of certain assessments to professional initiatives and purely mathematical perspectives. The didactical and mathematical consequences of this analysis are presented and discussed, highlighting, in particular, the intrinsic difficulty of ensuring that relevant, but potentially disruptive, ideas of pedagogical innovation are conveyed to pre-service teachers against the weight of tradition and personal beliefs in mathematics teaching.

From the Steam Engine to STEAM Education: An Experience with Pre-Service Mathematics Teachers

“…In this paper we will rely, for the analysis of the initial teacher trainees' own reflective narratives regarding the developed experience, on the theoretical framework of Sfard's Discourse Analysis [36], the Reflection on Practice and the "Discipline of Noticing" ( [37][38][39]). See [40] for a recent article describing, with this methodology, an experience involving the same type of students but concerning automated reasoning tools in dynamic geometry. Other examples of works using reflective narrative analysis within the same theoretical framework, but related to practicing teachers, can be found in [41] (dealing with university teachers), or in [42] (for Primary School teachers).…”

“…Mason's original text says: "An account-of describes as objectively as possible by minimizing emotive terms, evaluation, judgments and explanation). (...) By contrast, an account-for introduces explanation, theorising and perhaps judgment and evaluation" [37] (p. 40) and follows: "To account-for something is to offer interpretation, explanation, value-judgment, justification or criticism. To give an account-of is to describe or define something in terms that others who were present (or who might have been present) can recognize" [37] (p. 41).…”

“…For the purposes of our experience with mathematics initial teachers' training, and mimicking-almost literally translating from Spanish to English-the arguments in [40], in what follows we will consider three degrees of narrative reflection degree, based on the ideas and terminology of Mason [37]:…”

“…In order to answer the research questions we stated in Section 3.1, the students had to fill out at the end of the term a questionnaire regarding their evaluation of the experience and its potential interest for their professional future. These questions (closely related to those of [40], although in a different context) were the following:…”

Analysis of Tutoring in the Professional Development of STEM Teachers

“…Identifying the level of narrative [1,44] of the interventions of future teachers in the seminars and in the reflection rubric, as well as the stages that we consider a development trajectory (description, subjective evaluation, explanation, suggestion, interpretation, alternative, and prediction). 4.…”