Characterization of the tutor´s performance in training mathematics teachers
Contenido principal del artículo
Vol. 18 Núm. 1 (2014): Los mooc y la educacion superior. La expansión del conocimiento, Colaboración, Páginas 36-54
Recibido: Dec 17, 2015
Publicado: Apr 1, 2014
Resumen
This study describes the performance of the mentors in a blended graduate-level training program of teachers in the field of secondary school mathematics. We codified and analyzed the mentors’ comments on the projects presented by the groups of in-service teachers for whom they (the mentors) were responsible. To do this, we developed a structure of categories and codes based on a combination of a literature review, a model of teacher learning, and a cyclical review of the data. We performed two types of analysis: frequency and cluster. The first analysis permitted us to characterize the common actions shared by most of the mentors. From the second, we established three profiles of the mentors’ actions.
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Arias, M., & Gómez, P. (2014). Characterization of the tutor´s performance in training mathematics teachers. Profesorado, Revista De Currículum Y Formación Del Profesorado, 18(1), 36–54. Recuperado a partir de https://revistaseug.ugr.es/index.php/profesorado/article/view/19139