Characterizing mentors' performance in mathematics teacher education
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 re...
- Autores:
-
Arias, Marlene
Gómez, Pedro
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2014
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/32362
- Acceso en línea:
- http://hdl.handle.net/1992/32362
http://funes.uniandes.edu.co/4992/
- Palabra clave:
- Continua-Permanente
Formación de profesores
Educación / Licenciaturas
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
| Summary: | 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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