Advancing towards a transformational professional competence model through reflective learning and sustainability: the case of mathematics teacher education

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...

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Detalles Bibliográficos
Autores: Alsina, Àngel, Mulà Pons de Vall, Ingrid
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2019
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/16799
Acceso en línea:http://hdl.handle.net/10256/16799
Access Level:acceso abierto
Palabra clave:Competències professionals
Ensenyament reflexiu
Professors -- Formació
Vocational qualifications
Reflective teaching
Teachers -- Training of
Matemàtica -- Ensenyament
Mathematics -- Study and Teaching
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spelling Advancing towards a transformational professional competence model through reflective learning and sustainability: the case of mathematics teacher educationAlsina, ÀngelMulà Pons de Vall, IngridCompetències professionalsEnsenyament reflexiuProfessors -- FormacióVocational qualificationsReflective teachingTeachers -- Training ofMatemàtica -- EnsenyamentMathematics -- Study and TeachingThe 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 synchronized11MDPI (Multidisciplinary Digital Publishing Institute)2019info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionpeer-reviewedapplication/pdfhttp://hdl.handle.net/10256/16799Sustainability (Switzerland), 2019, vol. 11, núm. 15, p. 4039Articles publicats (D-DE)Alsina, Angel Mulà, Ingrid 2019 Advancing towards a transformational professional competence model through reflective learning and sustainability: the case of mathematics teacher education Sustainability (Switzerland) 11 15 4039reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.3390/su11154039info:eu-repo/semantics/altIdentifier/eissn/2071-1050Reconeixement 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:recercat.cat:10256/167992026-05-29T05:05:01Z
dc.title.none.fl_str_mv Advancing towards a transformational professional competence model through reflective learning and sustainability: the case of mathematics teacher education
title Advancing towards a transformational professional competence model through reflective learning and sustainability: the case of mathematics teacher education
spellingShingle Advancing towards a transformational professional competence model through reflective learning and sustainability: the case of mathematics teacher education
Alsina, Àngel
Competències professionals
Ensenyament reflexiu
Professors -- Formació
Vocational qualifications
Reflective teaching
Teachers -- Training of
Matemàtica -- Ensenyament
Mathematics -- Study and Teaching
title_short Advancing towards a transformational professional competence model through reflective learning and sustainability: the case of mathematics teacher education
title_full Advancing towards a transformational professional competence model through reflective learning and sustainability: the case of mathematics teacher education
title_fullStr Advancing towards a transformational professional competence model through reflective learning and sustainability: the case of mathematics teacher education
title_full_unstemmed Advancing towards a transformational professional competence model through reflective learning and sustainability: the case of mathematics teacher education
title_sort Advancing towards a transformational professional competence model through reflective learning and sustainability: the case of mathematics teacher education
dc.creator.none.fl_str_mv Alsina, Àngel
Mulà Pons de Vall, Ingrid
author Alsina, Àngel
author_facet Alsina, Àngel
Mulà Pons de Vall, Ingrid
author_role author
author2 Mulà Pons de Vall, Ingrid
author2_role author
dc.subject.none.fl_str_mv Competències professionals
Ensenyament reflexiu
Professors -- Formació
Vocational qualifications
Reflective teaching
Teachers -- Training of
Matemàtica -- Ensenyament
Mathematics -- Study and Teaching
topic Competències professionals
Ensenyament reflexiu
Professors -- Formació
Vocational qualifications
Reflective teaching
Teachers -- Training of
Matemàtica -- Ensenyament
Mathematics -- Study and Teaching
description 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
publishDate 2019
dc.date.none.fl_str_mv 2019
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
peer-reviewed
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/16799
url http://hdl.handle.net/10256/16799
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.3390/su11154039
info:eu-repo/semantics/altIdentifier/eissn/2071-1050
dc.rights.none.fl_str_mv Reconeixement 4.0 Internacional
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Reconeixement 4.0 Internacional
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI (Multidisciplinary Digital Publishing Institute)
publisher.none.fl_str_mv MDPI (Multidisciplinary Digital Publishing Institute)
dc.source.none.fl_str_mv Sustainability (Switzerland), 2019, vol. 11, núm. 15, p. 4039
Articles publicats (D-DE)
Alsina, Angel Mulà, Ingrid 2019 Advancing towards a transformational professional competence model through reflective learning and sustainability: the case of mathematics teacher education Sustainability (Switzerland) 11 15 4039
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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