Proposal of a pedagogical model for mathematics teacher education

This research-based article reflects on mathematics teacher education, and proposes a pedagogical model for this purpose, called Gradual Research Pedagogical Model (MPGI). This model considers the central curricular elements of any academic education process: student, teacher and contents, with evaluation as transversal element for analysis and feedback. The training of future teachers is constituted by three moments, each with its specific emphasis: the first is “contextualization”, which aims at having the student understand his or her new academic role, and identify and overcome his or her academic weak points, the second is “knowledge foundation”, which offers basic education in the fields of mathematics and pedagogy, as well as sensibilization towards social issues, opening up the student’s possibilities as leader and agent of change, and lastly, “knowledge immersion”, which is centered on research and the identification and study of topics and problems of the mathematical discipline as well as the pedagogical field.

• Tipo de recurso: http://purl.org/coar/resource_type/c_6629
• Fecha de publicación: 2011
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/13290
• Acceso en línea: https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1110; https://repositorio.uptc.edu.co/handle/001/13290
• Palabra clave: Curriculum; Mathematics teacher; Educational model; Mathematics teacher education.; Currículo; Docente de matemáticas; Modelo educacional; Formación de docentes de matemáticas.; Curriculum; Enseignant de mathématiques; Modèle éducationnel; Formation des enseignants de mathématiques.; Currículo; Docente de matemáticas; Modelo educacional; Formação de docentes de matemática.
• License: http://purl.org/coar/access_right/c_abf130