Becoming a mathematics teacher educator: Identifying Characteristics of learning opportunities
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Resumo
Background : This paper aims to characterize learning opportunities of novice mathematics teacher educators (MTEs) when they plan, facilitate, and reflect on a practice-based professional development program for secondary mathematics teachers. Objectives : The aim of the study is to characterize novice mathematics teacher educators’ learning opportunities when they design and implement a practice–based professional development for mathematics secondary teachers. Design : This is a qualitative-interpretative study seeking to understand the subjective experiences and perspectives of the novel mathematics teacher educators as well as uncover the meanings that participants attribute to their lives and experiences. Setting and Participants : The study was developed in a practice-based development course involving three novice MTEs and an expert MTE with diverse academic and professional backgrounds. Data collection and analysis : Data are the transcriptions of ten video-recorded planning sessions (sessions aimed at designing and reflecting on the enactment), and we carried out a systematic content analysis involving data organization, coding, theme development, and reflexivity. Results : Findings illustrate three features of the interactive settings defining MTEs’ learning opportunities: (i) Problematizing what has been assumed; (ii) Seeking a balance between cognitive, social, and affective aspects; and (iii) Modelling the expert MTE’s role as a broker. Conclusions : The dynamic interplay of these features defines learning opportunities for the novice MTEs, conveying the idea of learning defined by different, changing aspects over time, constantly being shaped by its diverse components that contribute in varying ways at different times.
Dados da obra
- Tipo
- Artigo
- Periódico
- Acta Scientiae, v. 27, n. 3
- Ano
- 2025 (2025-10-16)
- Idioma
- en
- Palavras-chave
- mathematics teacher educators; novice teacher educators; learning opportunities; practice-based professional development; secondary mathematics teachers; teacher educator professional development; reflective practice
- Temas
- Formação de Professores de Matemática
- DOI
- 10.64856/acta.scientiae.8401
- ISSN
- 1517-4492, 2178-7727
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
RIBEIRO, Alessandro Jacques; LLINARES, Salvador. Becoming a mathematics teacher educator: Identifying Characteristics of learning opportunities. Acta Scientiae, v. 27, n. 3, 2025. DOI: https://doi.org/10.64856/acta.scientiae.8401.
APA
Ribeiro, A. J., & Llinares, S. (2025). Becoming a mathematics teacher educator: Identifying Characteristics of learning opportunities. Acta Scientiae, 27(3). https://doi.org/10.64856/acta.scientiae.8401
BibTeX
@article{ribeiro2025,
author = {Ribeiro, Alessandro Jacques and Llinares, Salvador},
title = {Becoming a mathematics teacher educator: Identifying Characteristics of learning opportunities},
year = {2025},
journal = {Acta Scientiae},
volume = {27},
number = {3},
doi = {10.64856/acta.scientiae.8401},
language = {en}
}RIS
TY - JOUR AU - Ribeiro, Alessandro Jacques AU - Llinares, Salvador TI - Becoming a mathematics teacher educator: Identifying Characteristics of learning opportunities PY - 2025 JO - Acta Scientiae VL - 27 IS - 3 DO - 10.64856/acta.scientiae.8401 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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