Evolution of an introductory disciplinary class model in initial teacher education (FID)
DOI:
https://doi.org/10.21703/rexe.v25i.3624Keywords:
teacher education, mathematical content, instructional device, pedagogical innovation, teacher reflectionAbstract
Teacher training in mathematics shows a disconnect between disciplinary, pedagogical, didactic, and curricular knowledge, which hinders effective and contextualized teaching. This article proposes an innovation aimed at designing and implementing an instructional device that explicitly integrates these components to enhance future teachers´ learning and model a classroom experience that can be replicated by them. The design was developed through Design-Based Research (DBR) methodology, which allowed the device to undergo seven iterations, with systematic refinements informed by retrospective analysis of data collected in each application. The model comprises three stages: (1) contextualization and problematization; (2) experimentation, simulation, and institutionalization; and (3) integration and consolidation. The device promotes a systematic, student-centered approach focused on solving real problems, fostering initial exploration to generate meaning, and the appropriate use of technologies. Furthermore, it facilitates discussion, collaborative work, and critical reflection, encouraging the identification of errors and misconceptions. The feedback from student teachers on their experience constitutes a key input to guide improvements in the training process from a mathematical, pedagogical, didactic, and self-regulation perspective. This device contributes to a more comprehensive, reflective, and situated teacher learningDownloads
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