Una perspectiva sistémica para el estudio de los programas de formación de profesores de matemáticas

Abstract

The present research creates a conceptual and methodological system for the study of mathematics teacher training programs (PFPM), in order to transcend product-focused views (high quality accreditation of programs) or in mass evaluations ( Saber Pro tests), and provide important perspectives and reflections on research, theory, practice and policy in teacher training, both locally and globally. This involved taking two conceptual and methodological orientations for the development of the research, one of them was the Theory of processes and systems (TGPS) of Vasco (2014) and the other the notion of field and its internal fields (Bourdieu and Wacquant, 1995 ; Díaz, 1995; Zuluaga & Herrera, 2009). The system was constructed from three fields of education, the field of mathematics teacher training, this field explores in the programs the approaches on the meaning that the training of mathematics teachers have for the PFPM; the field of the curriculum, this field seeks to understand the approaches on the curricular organization of the PFPM and the field of mathematics didactics that interrogates the program about the approaches that the PFPMs express about the didactics of mathematics and its place in the construction of the identity of the students for math teacher. The system was applied to three PFPM in Colombia.