000126358 001__ 126358
000126358 005__ 20240731103401.0
000126358 0247_ $$2doi$$a10.3390/educsci13060544
000126358 0248_ $$2sideral$$a133760
000126358 037__ $$aART-2023-133760
000126358 041__ $$aeng
000126358 100__ $$aPérez-Montilla, Andrés
000126358 245__ $$aAn approach to the teacher educator’s pedagogical content knowledge for the development of professional noticing in pre-service teacher education
000126358 260__ $$c2023
000126358 5060_ $$aAccess copy available to the general public$$fUnrestricted
000126358 5203_ $$aThis study endeavors to illustrate how research on the professional development of mathematics teachers can help to enhance and nurture the professional knowledge of mathematics teacher educators (MTEs), thus becoming a potential source of professional growth for MTEs. To achieve this, a professional task was administered to 38 prospective secondary teachers from two Spanish public universities to explore their level of development in professional noticing. Specifically, the study focused on their skill of attending to children’s strategies in relation to transformations between semiotic representations as well as their awareness of the role of the semiotic register in task design. Drawing from the responses provided for the task, we offer a range of insights regarding expected or desirable Pedagogical Content Knowledge (MTEPCK) aimed at fostering the development of professional noticing, such as several challenges to be overcome by pre-service teachers or the identification of three potential levels of progression in their skill to attend to children’s strategies.
000126358 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000126358 592__ $$a0.669$$b2023
000126358 593__ $$aComputer Science (miscellaneous)$$c2023$$dQ2
000126358 593__ $$aComputer Science Applications$$c2023$$dQ2
000126358 593__ $$aPublic Administration$$c2023$$dQ2
000126358 593__ $$aEducation$$c2023$$dQ2
000126358 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2023$$dQ2
000126358 593__ $$aDevelopmental and Educational Psychology$$c2023$$dQ2
000126358 594__ $$a4.8$$b2023
000126358 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000126358 700__ $$0(orcid)0000-0002-7725-3917$$aArnal-Palacián, Mónica$$uUniversidad de Zaragoza
000126358 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000126358 773__ $$g13, 6 (2023), 544 [18 pp.]$$tEducation Sciences$$x2227-7102
000126358 8564_ $$s3258382$$uhttps://zaguan.unizar.es/record/126358/files/texto_completo.pdf$$yVersión publicada
000126358 8564_ $$s2770797$$uhttps://zaguan.unizar.es/record/126358/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000126358 909CO $$ooai:zaguan.unizar.es:126358$$particulos$$pdriver
000126358 951__ $$a2024-07-31-09:59:07
000126358 980__ $$aARTICLE