Abstract
The aim of this study was to begin to characterize the elements of teacher educators’ professional practice that promote the transformation of prior knowledge, experiences, and system beliefs into professional competence, based on reflective learning and education for sustainability. To obtain data, 30 class sessions of a mathematics education teacher were analyzed. Five elements of the lecturer’s practice were identified: (1) presents real action; (2) uncovers students’ values and preconceptions and considers them; (3) systematizes them and contrasts them with the ‘ideal’; (4) helps to understand the perspective offered by mathematical and sustainability concepts; (5) helps students develop the new perspective acquired through grounded and reasoned action plans. A key conclusion of the study is that it is prior knowledge, experiences, and beliefs which are transformed if the two agents involved in the learning process (pre-service teachers and university lecturers) are synchronized.
Highlights
The amount of scientific research related to teacher education is extraordinary and is focused on multiple unresolved aspects such as educational policies, quality education, or professional development, amongst others.This article is centered on the professional development of pre-service teachers and, on one of its main purposes: to transform prior knowledge, experiences, and belief systems into professional competence through progressive professional development, in order to effectively exercise the teaching profession [1], taking into account sustainability principles
The questions that are posed to pre-service teachers when starting the topic of logical- mathematical reasoning are: “What do you think is logical-mathematical reasoning?”; “what is it for?”; and “what benefits do you think it contributes to effective performance in today’s unsustainable context?” On the other hand, a structured logical material (Dienes’ Logical Blocks) is presented to the students and they are asked to find out what knowledge related to algebra, children from 3–6 years old could learn with this material
The questions are linked to the socio-cultural context so that students can begin to understand the role that mathematics education can play as an agent of change in accordance with sustainable development
Summary
The amount of scientific research related to teacher education is extraordinary and is focused on multiple unresolved aspects such as educational policies, quality education, or professional development, amongst others.This article is centered on the professional development of pre-service teachers and, on one of its main purposes: to transform prior knowledge, experiences, and belief systems into professional competence through progressive professional development, in order to effectively exercise the teaching profession [1], taking into account sustainability principles. We follow Mayer and Lloyd [2] who state that while professional development can be described as the planned activities teachers engage in to improve their practice, professional learning implies how their practice changes. This change can be a result of their professional development, and of the informal learning that takes place in their everyday classroom work. There is no question that competence development occurs; whether it is stage-based and linear has been challenged by those who acknowledge its situated nature Professionals develop their competences and skills in diverse manners depending on contextual issues influencing their practice, and how they understand practice
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