Instructional coherence as perceived by prospective mathematics teachers: A case study in Chilean universities
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4 février 2015
- handle: 10670/1.teizyk
- hal: hal-01289649
info:eu-repo/semantics/OpenAccess
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Mathematics teacher educators instructional coherence modelling pre-service teacher educationSujets proches
Education professors Teachers of education Professors of education Professors of teaching Education teachers Faculty (Education) InstructorsCiter ce document
Francisco Rojas et al., « Instructional coherence as perceived by prospective mathematics teachers: A case study in Chilean universities », HAL-SHS : sciences de l'éducation, ID : 10670/1.teizyk
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Résumé
One of the notions that future Chilean teachers hold about their educators is the lack of coherence between the latter’s instructional practices and the ways in which they are expected to teach mathematics in school. Upon this basis, we sought to characterize the Instructional Coherence of teacher educators, and particularly the way in which it is perceived by students. By applying a questionnaire to prospective teachers from two Chilean universities, focused on their teaching models, the relevance of replicating certain instructional practices in the school classroom, and the types of modelling observed in their educators, we were able to establish that coherence is perceived when prospective teachers notice, in the practices of their teacher educators, the characteristics of the teaching model that they themselves profess.