Toward a methodology for exploring mathematics preservice teachers learning from a socio-cultural perspective
This paper describes a methodological procedure for characterizing preservice teachers learning from a sociocultural perspective. The procedure involves interpreting some aspects of Wengers theory of social learning, adapting them to the preservice teacher training, and making this adaptation operat...
- Autores:
-
Gómez, Pedro
- Tipo de recurso:
- Part of book
- Fecha de publicación:
- 2008
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/32211
- Acceso en línea:
- http://hdl.handle.net/1992/32211
http://funes.uniandes.edu.co/419/
- Palabra clave:
- Aprendizaje
Inicial
Sociología
Situado sociocultural
Formación de profesores
Educación / Licenciaturas
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
| Summary: | This paper describes a methodological procedure for characterizing preservice teachers learning from a sociocultural perspective. The procedure involves interpreting some aspects of Wengers theory of social learning, adapting them to the preservice teacher training, and making this adaptation operational for coding and analysing audio recordings of a group of preservice teachers working at home. An example of a research result obtained using this procedure is presented. |
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