El dominio compartido de la investigación y el desarrollo profesional. Una experiencia en matemáticas con maestras

Abstract

This paper derives from a research project carried out by two researchers and three primary teachers, linking educational research with teacher training.

We assume that teacher training is a process that only administratively is divided into pre-service and in-service training. Our perspective takes into account the primary teachers' professional knowledge, considering its components, in particular their beliefs, attitudes and capacities about mathematics and its teaching. It contributes a model of professional development in which we emphasise the role of reflection, giving some data that help concrete such role. Moreover, we clarify how the concept of collaborative research has been applied in our work; we also suggest some ideas about (pre- and in-) service teacher education and about research (in the realm of mathematics education). In particular, one describes the content of some sessions of the project, based on the analysis of teaching situations (of the primary teachers themselves) and on the tackling of mathematical problem solving.