Publication: El formador de matemáticas de futuros maestros de educación primaria y su competencia noticing
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2019-05
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Abstract
La competencia noticing —mirada profesional— ha sido estudiada y desarrollada tanto en maestros de Educación Primaria como en profesores de Educación Secundaria, demostrándose los beneficios que su desarrollo conlleva para la mejora de la práctica docente. Sin embargo, todavía no se ha llevado a cabo ningún trabajo al respecto en docentes universitarios. Esta investigación aborda dicho nivel educativo pretendiendo realizar una primera aproximación a la caracterización de la competencia noticing de formadores de matemáticas de futuros maestros de Educación Primaria (MTE, mathematics teacher educators). Concretamente, se busca describir su mirada profesional cuando analizan prácticas de enseñanza de otros formadores grabadas en vídeo. La tesis pone el foco en los MTE de las universidades públicas de la Comunidad de Madrid durante el curso 2018-2019, que constituyen una población de 39 sujetos. Se estudiará el noticing de una muestra de unos 10 formadores mediante un conjunto de siete fases establecidas en el diseño metodológico (estudio cualitativo), basadas en el proyecto VIDEO-LM del Instituto de Ciencia Weizmann de Israel. En las fases se emplean distintas técnicas de recogida de información como pueden ser cuestionarios, análisis de vídeos, entrevistas o grupos focales. Las fases segunda y última se plantean como un pre-test y un pos-test respectivamente, ya que —aunque no es objetivo de esta investigación realizar una intervención a modo de programa de desarrollo profesional— se tiene la hipótesis de que la mirada profesional de los sujetos evolucionará por el hecho de trabajar y reflexionar en torno al noticing. Actualmente se están diseñando las fases de recogida de datos, que se empezarán a implementar a finales de este curso, terminando de recoger los datos en mayo del próximo año, cuando podremos analizar los resultados obtenidos y extraer conclusiones.
Teacher noticing has been studied and developed both in primary and secondary education teachers, showing the benefits derived from its development for the improvement of teaching practice. However, no research has been carried out about university professors. The present investigation addresses this educational level trying to get a first approximation to the characterization of noticing in mathematics primary- school pre-service teacher educators (MTE). Particularly, the goal is to describe their noticing when analyzing others’ video-recorded teaching. This thesis focuses on the MTEs from public universities of Madrid along the academic year 2018-2019, who represent a total population of 39 individuals. A sample of about 10 MTEs will be considered to study their noticing through a set of seven phases established in the methodological design (qualitative research), based on the VIDEO-LM project from the Weizmann Institute of Science in Israel. In these phases distinct techniques for harvesting information will be used, such as questionnaires, video analysis, interviews or focal groups. The second and last phases are considered as a pre- and a post-test, respectively, since we have the hypothesis that these participants’ noticing will evolve just because they will work and reflect on noticing (although a professional development program is not an aim in this study). Currently, the information harvest phases are being designed, which will be implemented between the end of this academic year and May 2019, when we could scrutinize the results and draw conclusions.
Teacher noticing has been studied and developed both in primary and secondary education teachers, showing the benefits derived from its development for the improvement of teaching practice. However, no research has been carried out about university professors. The present investigation addresses this educational level trying to get a first approximation to the characterization of noticing in mathematics primary- school pre-service teacher educators (MTE). Particularly, the goal is to describe their noticing when analyzing others’ video-recorded teaching. This thesis focuses on the MTEs from public universities of Madrid along the academic year 2018-2019, who represent a total population of 39 individuals. A sample of about 10 MTEs will be considered to study their noticing through a set of seven phases established in the methodological design (qualitative research), based on the VIDEO-LM project from the Weizmann Institute of Science in Israel. In these phases distinct techniques for harvesting information will be used, such as questionnaires, video analysis, interviews or focal groups. The second and last phases are considered as a pre- and a post-test, respectively, since we have the hypothesis that these participants’ noticing will evolve just because they will work and reflect on noticing (although a professional development program is not an aim in this study). Currently, the information harvest phases are being designed, which will be implemented between the end of this academic year and May 2019, when we could scrutinize the results and draw conclusions.
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