Participation and Reification in Learning to Teach: The Role of Knowledge and Beliefs

Llinares, Salvador

doi:10.1007/0-306-47958-3_12

Cited by 29 publications

(28 citation statements)

References 9 publications

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“…A further avenue is the situated learning perspective -where teachers learn to teach from their participation within the situated context (Llinares, 2002). A cognitive approach focuses heavily on the individual, whereas a situated perspective focuses heavily upon the social context.…”

Section: Nature Of Mathematics Teacher Beliefsmentioning

confidence: 99%

Going Beyond Belief Systems: Exploring a Model for the Social Influence on Mathematics Teacher Beliefs

Gates

2006

Educ Stud Math

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This article discusses an approach to teacher belief systems which casts an eye away from cognitive constructs toward sociological constructs to complement existing ideas about the nature and genesis of beliefs. I offer some theoretical ideas for extending the notion of beliefs and describe two contrasting senior mathematics teachers, conceptualising the basis for their differences. These differences move away from beliefs about mathematics, toward ideological and discursive positions which in turn construct the nature of beliefs about teaching and learning.

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Section: Nature Of Mathematics Teacher Beliefsmentioning

confidence: 99%

Going Beyond Belief Systems: Exploring a Model for the Social Influence on Mathematics Teacher Beliefs

Gates

2006

Educ Stud Math

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“…Communities of practice 1 of teachers who teach mathematics have been presented in the literature as a rich and fertile soil to explore the learning processes of future teachers and teachers who teach mathematics (LLINARES, 2002;GRAVEN, 2005;CYRINO;CALDEIRA, 2011;NAGY;CYRINO, 2014;GARCIA, 2014;OLIVEIRA, 2014).…”

Section: Teacher Education In Communities Of Practice and Professionamentioning

confidence: 99%

Mathematics Teachers’ Professional Identity Development in Communities of Practice: Reifications of Proportional Reasoning Teaching

Cyrino

2016

Bolema

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In the last decade, the Study and Research Group on the Education of Teachers who teach Math -GEPEFOPEM (Brazil) investigated teacher education groups constituted as Communities of Practice -CoPs. The objective of this paper is to discuss the focus of one of these CoPs when working with Proportional Reasoning and the practice elements of four CoPs, which promoted the development of their members' professional identity. The data was collected through an analysis of meaning negotiation processes, mobilized knowledge and the CoPs dynamics based on different groups interactions and written production of their members. The analysis showed that selfknowledge, beliefs and concepts, professional knowledge, vulnerability, and the sense of agency became the focal points of the CoPs during the study of proportional reasoning as well as the practice elements of the four CoPs that promoted the professional identity development of, namely: shared repertoires, reports and discussions on their pedagogical practices, the existence of an open and flexible work plan, the opportunity to discuss their written productions, vulnerability experiences, the search for a sense of agency balance, connections among observations and empirical interpretations and a broader theoretical background, reports and discussions on previous meetings. Factors such as respect, trust, challenge, solidarity, projects negotiations, dynamics and actions, valorization of the singularities, and professional practices of teachers are essential for the constitution of the professional identity of these professionals and for the cultivation and maintenance of these groups. Keywords

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“…El concepto de identidad, definido como "una manera de hablar del cambio que produce el aprendizaje en quié-nes somos y de cómo crea historias personales el devenir en el contexto de nuestras comunidades" (Wenger, 2001, p. 22), ha sido usado a partir del interés por configurarla como producto del aprendizaje en la práctica situada de enseñar matemáti-cas, a través del análisis de trayectorias de formación; se asume que estas trayectorias construyen y (re)construyen la identidad a través de otorgar sentido y significado a las experiencias de aprendizaje y a la acción mediada de los instrumentos que utilizan al gestionar la clase (Chávez & Llinares, 2012;Llinares, 2002).…”

Section: El Lente: Teoría De La Práctica Social Del Aprendizajeunclassified

La teoría de la práctica social del aprendizaje en la formación de profesores de matemáticas

Riscanevo-Espitia

2016

rev. investig. desarro. innov

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ResumenEste artículo de revisión presenta la teoría de la práctica social del aprendizaje como lente para problematizar la formación de profesores de matemáticas; este referente conceptual asume el concepto "comunidad de prácticas" como categoría analítica para describir el aprendizaje, destacando su importancia y poder analítico, debido a que en él se pueden integrar componentes del aprendizaje: significado, práctica, comunidad e identidad. Se presenta un estado del arte de investigaciones que, a través del análisis de esos componentes, permiten considerar las posibilidades de destacar el quién, el dónde y el cómo los profesores participan y colaboran en la formación del profesorado; es decir, se enfatiza en cómo los participantes de estas comunidades son considerados protagonistas de su formación y de su cultura profesional. Finalmente, se acude a reconocer en los aportes investigativos el desafío de conformación de comunidades de práctica, como oportunidades de aprender.Palabras clave: teoría de la práctica social, aprendizaje del profesor, formación de profesores de matemáticas. AbstractThis paper reviews social theory of learning as a lens to ask mathematics teachers training. This conceptual referent assumes the concept of "practice community" as an analytical category to describe learning, highlighting its importance and analytical power, since the learning components -meaning, practice, community, and identity-can be integrated in it. This review presents a state of the art of different researches, which through the analysis of these components, allows considering the possibilities to highlight the who, the where, and the how the teacher takes part and collaborate in teachers training. In other words, it emphasizes on how the participants of these communities are considered the main actors in their training and professional culture. Finally, the challenge to conform practice communities as learning opportunities is recognized in the research outcomes.Keywords: social practice theory, teacher learning, mathematics teacher training.Cómo citar este artículo: Riscanevo-Espitia, L.E. (2016). La teoría de la práctica social del aprendizaje en la formación de profesores de matemáticas. Rev.investig.desarro.innov, 7(1), 93-110.

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Participation and Reification in Learning to Teach: The Role of Knowledge and Beliefs

Cited by 29 publications

References 9 publications

Going Beyond Belief Systems: Exploring a Model for the Social Influence on Mathematics Teacher Beliefs

Going Beyond Belief Systems: Exploring a Model for the Social Influence on Mathematics Teacher Beliefs

Mathematics Teachers’ Professional Identity Development in Communities of Practice: Reifications of Proportional Reasoning Teaching

La teoría de la práctica social del aprendizaje en la formación de profesores de matemáticas

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