RT Journal Article
T1 Mathematics teacher change in a collaborative environment: to what extent and how
A1 Muñoz Catalán, María Cinta
A1 Carrillo Yáñez, José
A1 Climent Rodríguez, Nuria
AB This article reports on a study into how collaborative contexts influence the professional development of an early-career primary teacher, Julia. We describe the process of change by which Julia manages to make her planning to teach mathematics more flexible so as to adapt to student difficulties, and we analyse the role that joint reflection plays in promoting this change. In order to understand the how of this influence, we carried out an analysis of the interactions within the group from Julia’s point of view, following a dialogical approach to discourse. We believe that it is in and through the interactions that Julia constructs her interpretation of the opinions, critiques and suggestions expressed. This interpretation conditions the extent of her involvement and moulds the influence of the context on her professional development. The presence of skilled collaborators (Day, 1993) proved decisive in promoting this development.
PB Springer Verlag
SN 1573-1820
YR 2010
FD 2010
LK http://hdl.handle.net/10272/6164
UL http://hdl.handle.net/10272/6164
LA eng
NO Muñoz-Catalán, M. C., Carrillo Yáñez, J., Climent Rodríguez, N.: "Mathematics teacher change in a collaborative environment: to what extent and how". Journal of Mathematics Teacher Education. Vol. 13, n. 5, p. 425-439 (2010). ISSN 1573-1820
DS Repositorio Institucional de la Universidad de Huelva
RD 30 may 2026