Teacher leadership competencies in supporting argumentation in the mathematics classroom
DOI:
https://doi.org/10.11606/issn.2236-4242.v36i3p369-386Keywords:
Mathematics, Development of argumentation, Teacher professional, Noticing, Improvement of Teacher ExperiencesAbstract
In order to strengthen teacher professional development, collaborative training proposals are required, which include teacher leadership competencies to supervise, provide feedback on, and model teaching practices. This article presents a training experience in which 27 teacher leaders from 11 educational establishments participated, in which the training model "Improving the Teaching Experience" (MED) is used to accompany teachers in the development of argumentation in the math classroom. The analysis of this experience shows how the characteristics and stages of the MED, such as questioning the teacher's practice, generating cognitive conflict in the teacher, eliciting teachers' ideas and encouraging teachers to analyze evidence in the classroom, are related to the three competencies of an intermediate leader in supervising, providing feedback on, and modeling teaching practices.
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