A discursive study of the identity of mathematics teachers in posgraduate training
DOI:
https://doi.org/10.4151/07189729-Vol.54-Iss.2-Art.365Keywords:
professional development teacher identity changes in identity.Abstract
In the context of a postgraduate training course, we identify some aspects that could be affecting Mathematics teachers' identity configuration. From the perspective of Sfard & Prusak (2005a, 2005b) we analyzed the blogs of six teachers written along the course, focusing on aspects that could give information about designated and real identity. We noted that changes in the identity are mainly related to the focus of teachers in their classrooms: learning or mathematical objects.
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Copyright (c) 2015 Verónica Molfino Vigo, Cristina Ochoviet Filgueiras
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El/los autores/as otorgan licencia exclusiva y sin límite de temporalidad para que el manuscrito sea publicado en la revista Perspectiva Educacional, editada por la Pontificia Universidad Católica de Valparaíso (Chile), a través de la Escuela de Pedagogía.