Competencias de liderazgo intermedio para promover la argumentación en el aula de matemáticas

Detalhes bibliográficos
Autor(a) principal: Solar, Horacio
Data de Publicação: 2023
Outros Autores: Peña-Rincón, Pilar, Ortiz, Andrés
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Linha D'Água (Online)
Texto Completo: https://www.revistas.usp.br/linhadagua/article/view/211390
Resumo: In order to strengthen teacher professional development, collaborative training proposals are required, which include teacher leadership competencies to supervise, provide feedback on, and model teaching practices. This article presents a training experience in which 27 teacher leaders from 11 educational establishments participated, in which the training model "Improving the Teaching Experience" (MED) is used to accompany teachers in the development of argumentation in the math classroom. The analysis of this experience shows how the characteristics and stages of the MED, such as questioning the teacher's practice, generating cognitive conflict in the teacher, eliciting teachers' ideas and encouraging teachers to analyze evidence in the classroom, are related to the three competencies of an intermediate leader in supervising, providing feedback on, and modeling teaching practices.
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spelling Competencias de liderazgo intermedio para promover la argumentación en el aula de matemáticasTeacher leadership competencies in supporting argumentation in the mathematics classroomMatemáticaDesarrollo de la argumentaciónLiderazgo intermedioDesarrollo profesional docenteNoticingMejoramiento de la Experiencia Docente (MED)MathematicsDevelopment of argumentationTeacher professionalNoticingImprovement of Teacher ExperiencesIn order to strengthen teacher professional development, collaborative training proposals are required, which include teacher leadership competencies to supervise, provide feedback on, and model teaching practices. This article presents a training experience in which 27 teacher leaders from 11 educational establishments participated, in which the training model "Improving the Teaching Experience" (MED) is used to accompany teachers in the development of argumentation in the math classroom. The analysis of this experience shows how the characteristics and stages of the MED, such as questioning the teacher's practice, generating cognitive conflict in the teacher, eliciting teachers' ideas and encouraging teachers to analyze evidence in the classroom, are related to the three competencies of an intermediate leader in supervising, providing feedback on, and modeling teaching practices.Para fortalecer el desarrollo profesional docente, se requieren propuestas formativas de carácter colaborativo, que consideren competencias de liderazgo intermedio para monitorear, retroalimentar y modelar la práctica. En este artículo, se presenta una experiencia de formación dirigida a 27 líderes intermedios de 11 establecimientos educativos, en que se utiliza el modelo formativo “Mejoramiento de la Experiencia Docente” (MED) para que acompañen a docentes en el desarrollo de la argumentación en el aula de matemáticas. Mediante el análisis de esta experiencia se muestra de qué manera características y etapas del MED tales como problematizar la práctica del profesor, generar conflicto cognitivo en el docente, suscitar las ideas de los profesores y promover que los docentes analicen evidencias en el aula se relaciona con las tres competencias de un líder intermedio para monitorear, retroalimentar y modelar prácticas.Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas2023-12-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://www.revistas.usp.br/linhadagua/article/view/21139010.11606/issn.2236-4242.v36i3p369-386Linha D'Água; v. 36 n. 3 (2023): Ensino de Argumentação; 369-3862236-42420103-3638reponame:Linha D'Água (Online)instname:Universidade de São Paulo (USP)instacron:USPspahttps://www.revistas.usp.br/linhadagua/article/view/211390/201995https://www.revistas.usp.br/linhadagua/article/view/211390/203181Copyright (c) 2023 Horacio Solar, Pilar Peña-Rincón, Andrés Ortizhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSolar, HoracioSolar, HoracioPeña-Rincón, Pilar Ortiz, Andrés2024-03-02T14:52:53Zoai:revistas.usp.br:article/211390Revistahttp://www.revistas.usp.br/linhadaguaPUBhttp://www.revistas.usp.br/linhadagua/oai||ldagua@usp.br2236-42420103-3638opendoar:2024-03-02T14:52:53Linha D'Água (Online) - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Competencias de liderazgo intermedio para promover la argumentación en el aula de matemáticas
Teacher leadership competencies in supporting argumentation in the mathematics classroom
title Competencias de liderazgo intermedio para promover la argumentación en el aula de matemáticas
spellingShingle Competencias de liderazgo intermedio para promover la argumentación en el aula de matemáticas
Solar, Horacio
Matemática
Desarrollo de la argumentación
Liderazgo intermedio
Desarrollo profesional docente
Noticing
Mejoramiento de la Experiencia Docente (MED)
Mathematics
Development of argumentation
Teacher professional
Noticing
Improvement of Teacher Experiences
title_short Competencias de liderazgo intermedio para promover la argumentación en el aula de matemáticas
title_full Competencias de liderazgo intermedio para promover la argumentación en el aula de matemáticas
title_fullStr Competencias de liderazgo intermedio para promover la argumentación en el aula de matemáticas
title_full_unstemmed Competencias de liderazgo intermedio para promover la argumentación en el aula de matemáticas
title_sort Competencias de liderazgo intermedio para promover la argumentación en el aula de matemáticas
author Solar, Horacio
author_facet Solar, Horacio
Peña-Rincón, Pilar
Ortiz, Andrés
author_role author
author2 Peña-Rincón, Pilar
Ortiz, Andrés
author2_role author
author
dc.contributor.author.fl_str_mv Solar, Horacio
Solar, Horacio
Peña-Rincón, Pilar
Ortiz, Andrés
dc.subject.por.fl_str_mv Matemática
Desarrollo de la argumentación
Liderazgo intermedio
Desarrollo profesional docente
Noticing
Mejoramiento de la Experiencia Docente (MED)
Mathematics
Development of argumentation
Teacher professional
Noticing
Improvement of Teacher Experiences
topic Matemática
Desarrollo de la argumentación
Liderazgo intermedio
Desarrollo profesional docente
Noticing
Mejoramiento de la Experiencia Docente (MED)
Mathematics
Development of argumentation
Teacher professional
Noticing
Improvement of Teacher Experiences
description In order to strengthen teacher professional development, collaborative training proposals are required, which include teacher leadership competencies to supervise, provide feedback on, and model teaching practices. This article presents a training experience in which 27 teacher leaders from 11 educational establishments participated, in which the training model "Improving the Teaching Experience" (MED) is used to accompany teachers in the development of argumentation in the math classroom. The analysis of this experience shows how the characteristics and stages of the MED, such as questioning the teacher's practice, generating cognitive conflict in the teacher, eliciting teachers' ideas and encouraging teachers to analyze evidence in the classroom, are related to the three competencies of an intermediate leader in supervising, providing feedback on, and modeling teaching practices.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/linhadagua/article/view/211390
10.11606/issn.2236-4242.v36i3p369-386
url https://www.revistas.usp.br/linhadagua/article/view/211390
identifier_str_mv 10.11606/issn.2236-4242.v36i3p369-386
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://www.revistas.usp.br/linhadagua/article/view/211390/201995
https://www.revistas.usp.br/linhadagua/article/view/211390/203181
dc.rights.driver.fl_str_mv Copyright (c) 2023 Horacio Solar, Pilar Peña-Rincón, Andrés Ortiz
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Horacio Solar, Pilar Peña-Rincón, Andrés Ortiz
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
dc.source.none.fl_str_mv Linha D'Água; v. 36 n. 3 (2023): Ensino de Argumentação; 369-386
2236-4242
0103-3638
reponame:Linha D'Água (Online)
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Linha D'Água (Online)
collection Linha D'Água (Online)
repository.name.fl_str_mv Linha D'Água (Online) - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||ldagua@usp.br
_version_ 1800221892050681856

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