Doble mirada del formador de profesorado de matemáticas: oportunidad para identificar su conocimiento

Abstract

Presentamos un estudio acerca del conocimiento de ocho formadores de profesores de matemática, participantes en un grupo de Lesson Study para la formación de profesorado de primaria, en el ámbito del sentido numérico. El objetivo fue caracterizar los conocimientos de estos formadores que surgen en episodios en los que sus acciones consideran tanto a sus futuros profesores como a los alumnos hipotéticos (doble mirada). Se analizaron fragmentos en un proceso top-down y bottom-up. Los episodios de doble mirada mostraron ser útiles para identificar elementos del conocimiento del formador, permitiendo diferenciarlo del conocimiento propio de un profesor, aunque asociados entre sí.

In this article we identify elements of knowledge of teacher educators through a descriptive study of eight primary teacher educators in the context of a Lesson Study group, in the field of number sense. These elements of knowledge are extracted through the double perspective of the educators, when their practices consider both their future teachers and primary school students. The analysis of the selected fragments was carried out in a top-down and bottom-up process, in which the background provided theoretical sensitivity to the study. Analyzing the instance of double vision has allowed us to find elements of the knowledge of the primary mathematics teacher educator that are of a different nature from a teacher's own knowledge, although associated with that knowledge. This is the case of knowledge about initial training tasks, knowledge about training strategies, knowledge about how to delimit the objectives of the teacher training task, knowledge of the teaching practice of mathematics referred to the posing of deliberate questions that allow us to recognize how the primary school student learns and thinks about professional identity. Subsequent studies that help to saturate information may allow these elements of knowledge found to be configured in the form of categories and subdomains that advance towards a model of knowledge for the mathematics teacher educator.