@inbook{637c24367e0d4da38ee18d350ad5cfd8,
title = "Researching modelling by mathematics teacher educators: shifting the focus onto teaching practices",
abstract = "Traditionally, research on mathematics teacher educators has been focused on what mathematics teacher educators (should) know to teach prospective teachers. However, few studies have addressed how mathematics teacher educators translate their mathematical and teaching knowledge into actual teaching practices, that is, modelling. This shift in focus implies new theoretical and methodological challenges. For instance, it is necessary to understand mathematics teacher educators{\textquoteright} teaching practices as situated practice oriented to prospective teachers and to investigate how they (can) get involved in this process. We suggest modelling as a crucial concept for studying mathematics teacher educators{\textquoteright} teaching practices and how prospective teachers experience these practices. We define modelling as the purposeful and explicit practice of displaying specific teaching behaviours with the aim of promoting professional learning among prospective teachers. We believe that the systematic use of modelling could provide new and valuable learning opportunities for both mathematics teacher educators and prospective teachers.",
author = "Francisco Rojas and Helena Montenegro and Manuel Goizueta and Salom{\'e} Mart{\'i}nez",
note = "Acknowledgements: This work was carried out within the following research projects: VRI INICIO 23/2013 “Estudio de las Pr{\'a}cticas Instruccionales del Formador de Profesores de Matem{\'a}tica de Educaci{\'o}n Media: Construcci{\'o}n de Indicadores de Coherencia” (Study of the Instructional Practices of the Secondary Mathematics Teacher Educators: Construction of Coherence Indicators) led by Francisco Rojas, FONDECYT POSTDOCTORADO 3170423 “Caracterizaci{\'o}n de las experiencias de ense{\~n}anza y aprendizaje en la formaci{\'o}n docente inicial: un estudio exploratorio” (Characterization of teaching and learning experiences in pre-service teacher education: an exploratory study) led by Helena Montenegro, FONDEF ID16I10119 “Metodolog{\'i}as innovadoras para la formaci{\'o}n inicial de profesores de educaci{\'o}n b{\'a}sica en matem{\'a}tica: modelo basado en pr{\'a}cticas efectivas de aula y tecnolog{\'i}as de la informaci{\'o}n” (Innovative methodologies for the pre-service training of elementary school teachers in mathematics: a model based on classroom practices and information technologies) led by Salom{\'e} Mart{\'i}nez and CONICYT + PIA/Concurso de Apoyo a Centros Cient{\'i}ficos y Tecnol{\'o}gicos de Excelencia con Financiamiento Basal AFB170001.",
year = "2021",
month = apr,
day = "8",
doi = "10.1007/978-3-030-62408-8_19",
language = "English",
isbn = "978-3-030-62407-1",
series = "Research in Mathematics Education",
publisher = "Springer International Publishing AG",
pages = "367--382",
editor = "Merrilyn Goos and Kim Beswick",
booktitle = "The learning and development of mathematics teacher educators",
}