Mathematics teacher educators’ conceptions of professional learning
Résumé
The quality of future teachers’ educational experiences shapes the quality of their learning outcomes. The teacher educator plays a key role here. Although there have been various teacher improvement initiatives in Chile, not all teacher educators were considered. One fundamental way of addressing this gap is working with communities of practice as spaces for reflection and inquiry about one’s own practice while favouring collaborative work. Considering those mentioned above, this study describes the initial conceptions of a group of 31 mathematics teacher educators regarding professional learning. They discuss its meanings, its purposes, and the conditions for its development. The dominant conception suggests that teachers’ professional learning should be situated in a way that considers the training context and is collaborative with a focus on reciprocity. There should also be coherency between their own practices and what the future teachers are expected to learn.
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