Becoming of the path of practice in virtual environments of university professors in mathematics
In this article are shared reflections on the re-configuration of the training instances for the teaching practice in Mathematics in the year 2020. The set of University Teachers’ Training in Mathematics careers of the State Universities of Argentina is considered (amounting to 30), counting on the...
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IRICE (CONICET-UNR)
2021
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| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1439 |
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I15-R240-article-1439 |
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I15-R240-article-14392022-05-02T15:04:09Z Becoming of the path of practice in virtual environments of university professors in mathematics Devenir del trayecto de la práctica en entornos virtuales de los profesorados universitarios en matemática Sgreccia, Natalia Fátima Ciccioli, Virginia Mengarelli, María Sol teacher training mathematical education practice path virtual environments formación docente educación matemática trayecto de la práctica entornos virtuales In this article are shared reflections on the re-configuration of the training instances for the teaching practice in Mathematics in the year 2020. The set of University Teachers’ Training in Mathematics careers of the State Universities of Argentina is considered (amounting to 30), counting on the testimony of two thirds of them. The issues of interest revolve around the cognition of similarities as well as differences with respect to the face-to-face classroom, considering the social, technological, institutional issues, as well as the treatment of content. Difficulties encountered in this context are also pointed out and, at the same time, aspects that are considered to be enhancing in respect to what usually happens in the face-to-face classroom. Finally, with a focus on the virtualization process, limitations and possibilities are shared for the framework of the path in question. A content analysis of the responses is carried out, from which it is possible to notice a very heterogeneous and diverse panorama in terms of opportunity or resignation. In this way, it is concluded that this process has led to questioning the training in classroom and re-dimensioning it towards hybrid inverted classroom schemes that mix the usual formats with the new emerging ones. En el presente artículo se comparten reflexiones acerca de la re-configuración de las instancias de formación para la práctica docente en Matemática en el año 2020. Se considera el conjunto de los Profesorados Universitarios en Matemática de las Universidades estatales de Argentina (que ascienden a 30), contando con el testimonio de las dos terceras partes de los mismos. Los asuntos de interés giran en torno al reconocimiento de similitudes, así como diferencias con respecto al aula presencial, contemplando lo social, lo tecnológico, lo institucional y el contenido en tratamiento. También se señalan dificultades que se han tenido en este contexto y, al mismo tiempo, se identifican aspectos que se considera que se están potenciando, con respecto a lo que suele suceder en el aula presencial. Finalmente, con foco en el proceso de virtualización, se comparten limitaciones y posibilidades para el entramado del trayecto en cuestión. Se efectúa un análisis de contenido de las respuestas, a partir del cual es posible advertir un panorama muy heterogéneo y diverso de lecturas en clave de oportunidad o de resignación. De este modo, en cuanto al devenir en cuestión, se concluye que este proceso ha conllevado a interpelar el aula de formación y re-dimensionarla hacia esquemas híbridos de aula invertida que mixturen los formatos habituales con los nuevos emergentes. IRICE (CONICET-UNR) 2021-12-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1439 10.35305/revistairice.vi40.1439 Revista IRICE; Núm. 40 (2021); 49-77 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1439/2039 Derechos de autor 2021 Natalia Fátima Sgreccia, Virginia Ciccioli, María Sol Mengarelli https://creativecommons.org/licenses/by-nc-sa/4.0 |
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Universidad Nacional de Rosario |
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I-15 |
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R-240 |
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Revista IRICE (CONICET) |
| language |
Español |
| format |
Artículo revista |
| topic |
teacher training mathematical education practice path virtual environments formación docente educación matemática trayecto de la práctica entornos virtuales |
| spellingShingle |
teacher training mathematical education practice path virtual environments formación docente educación matemática trayecto de la práctica entornos virtuales Sgreccia, Natalia Fátima Ciccioli, Virginia Mengarelli, María Sol Becoming of the path of practice in virtual environments of university professors in mathematics |
| topic_facet |
teacher training mathematical education practice path virtual environments formación docente educación matemática trayecto de la práctica entornos virtuales |
| author |
Sgreccia, Natalia Fátima Ciccioli, Virginia Mengarelli, María Sol |
| author_facet |
Sgreccia, Natalia Fátima Ciccioli, Virginia Mengarelli, María Sol |
| author_sort |
Sgreccia, Natalia Fátima |
| title |
Becoming of the path of practice in virtual environments of university professors in mathematics |
| title_short |
Becoming of the path of practice in virtual environments of university professors in mathematics |
| title_full |
Becoming of the path of practice in virtual environments of university professors in mathematics |
| title_fullStr |
Becoming of the path of practice in virtual environments of university professors in mathematics |
| title_full_unstemmed |
Becoming of the path of practice in virtual environments of university professors in mathematics |
| title_sort |
becoming of the path of practice in virtual environments of university professors in mathematics |
| description |
In this article are shared reflections on the re-configuration of the training instances for the teaching practice in Mathematics in the year 2020. The set of University Teachers’ Training in Mathematics careers of the State Universities of Argentina is considered (amounting to 30), counting on the testimony of two thirds of them. The issues of interest revolve around the cognition of similarities as well as differences with respect to the face-to-face classroom, considering the social, technological, institutional issues, as well as the treatment of content. Difficulties encountered in this context are also pointed out and, at the same time, aspects that are considered to be enhancing in respect to what usually happens in the face-to-face classroom. Finally, with a focus on the virtualization process, limitations and possibilities are shared for the framework of the path in question. A content analysis of the responses is carried out, from which it is possible to notice a very heterogeneous and diverse panorama in terms of opportunity or resignation. In this way, it is concluded that this process has led to questioning the training in classroom and re-dimensioning it towards hybrid inverted classroom schemes that mix the usual formats with the new emerging ones. |
| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2021 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1439 |
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