Professional Development of Mathematics Teacher Educators: Growth Through Practice

El formador de profesores de matemática: un análisis de las percepciones de sus prácticas instruccionales desde la “tensión” estudiante-formador

“…Por otra parte, el desarrollo profesional del formador se produce por procesos de aprendizaje a través de prácticas reflexivas (Llinares y Krainer, 2006) que, según el modelo desarrollado por Zaslavsky y Leikin (2004), permiten interpretar cómo las interacciones que ocurren en el interior de una comunidad de formadores de profesores de matemáticas ayudan, tanto a los que se incorporan a dicha comunidad como a los miembros experimentados, a crecer profesionalmente. Además, entender el proceso de desarrollo profesional de esta manera es particularmente útil al tratar de entender cómo se llega a ser formador de profesores, proceso que ocurre en el tiempo, y a través de las reflexiones personales que realizan sobre las experiencias que facilitan el aprendizaje a los profesores (Zaslavsky, 2009).…”

Mathematics teaching development as a human practice: identifying and drawing the threads

“…In doing so I seek a language in which to speak about the developing role of the teacher: I introduce a concept of 'personhood' and relate it to 'identity' and 'agency'. I link the didactic triangle to the teaching triad, a construct deriving from studies of teaching and subsequently extended to studies of teacher educator learning (Jaworski, 1994;Zaslavsky and Leikin, 2004). I link the value of collaborative inquiry between teachers and outsider researchers with associated theoretical concepts of community of practice (Wenger, 1998), community of inquiry and critical alignment (Jaworski, 2006).…”

Learning events in the life of a community of mathematics educators

“…Nonetheless, facilitating meaningful reflection, both individually and jointly, for members of a community who have not previously engaged in deliberate reflection as part of their practice, is a non-trivial task. In their discussion of mathematics teacher-educators' roles, Zaslavsky and Leikin (2004) point to the dual nature of teacher-educators' practice -on the one hand they are expected to facilitate teachers' reflection, while they are also expected to constantly reflect on their own experiences.…”

“…Thus, the teachers and teachereducators' conceptions of the goals and ways to accomplish them evolved through their practice and participation in the community, in an apprenticeship like manner (Rogoff 1990). Deliberate actions were taken to facilitate this development (as detailed in Zaslavsky & Leikin 2004). I turn to a description of a 'meaningful learning event' in the life of the project that was effective in shaping a common language and deepening the understanding of mutual goals and pitfalls on the road directed to their accomplishment.…”

“…The work described in this paper was conducted within the framework of a five-year reform-oriented in-service professional development program ("Tomorrow 98" in the Upper Galilee) for junior and senior high school mathematics teachers (Zaslavsky & Leikin 2004), with newcomers -both teachers and teacher-educators -gradually joining during the first three years.…”