Problem solving as a teacher professional development strategy: tensions affecting teachers

Authors

  • Josefa Perdomo-Díaz Universidad de La Laguna, España
  • Cristóbal Rojas Universidad de Chile
  • Patricio Luis Felmer Universidad de Chile, Chile
DOI: https://doi.org/10.6018/j/349931

Abstract

Teacher professional development programs aim to generate changes in teachers, in their knowledge, beliefs or practices. For these changes to occur, the professional development experience should cause the teacher to question aspects related to his/her profession. In this article, we present a problem-solving-based professional development strategy for mathematics teachers and we offer an analysis of the tensions which emerged. To do this, we carried out a case study based on a workshop called RPAula that took place in Chile with elementary teachers. The results show that participation in this workshop causes tensions related to teachers’ expectations about their students, their beliefs about teaching and learning, and their models of mathematics teaching.

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Published
20-11-2018
How to Cite
Perdomo-Díaz, J., Rojas, C., & Felmer, P. L. (2018). Problem solving as a teacher professional development strategy: tensions affecting teachers. Educatio Siglo XXI, 36(3 Nov-Feb1), 101–122. https://doi.org/10.6018/j/349931
Issue
Vol. 36 No. 3 Nov-Feb1 (2018): Mathematical Problem Solving: Digital Technologies, Cognitive and Metacognitive Processes and Mathematics Teacher Training
Section
Monográfico

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