Keywords
Reflection
Metacognition
Professional and personal identity
How to Cite
Abstract
One of the fundamental purposes of mathematics teacher trainers is to develop the ability to reflect in their teachers in training, since it allows them to analyze in depth their teaching practices and improve them, to carry out metacognition exercises, and to participate in professional discussions with a high level of cognitive demand among peers. In this context, it is worth asking whether transmitting to future teachers the importance of reflection is an act of professional responsibility as a trainer, or whether it is conditioned by the individual characteristics of the trainer. Thus, this article, through an exercise of professional and personal reflection, and based on what was reported in a focus group, explores the implications for the work as a trainer of having certain personal characteristics, which tend to be indistinguishable from professional attributes, and which can enhance or condition a good performance.
References
Aghakhani, S., Lewitzky, R. A., & Majeed, A. (2023). Developing reflective practice among teachers of mathematics. International Electronic Journal of Mathematics Education, 18(4), em0755. https://doi.org/10.29333/iejme/13715
Artzt, A. F., Armour-Thomas, E., Curcio, F. R., Gurl, T. J., & Markinson, M. (2015). Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment (3rd ed.). Routledge. https://doi.org/10.4324/9781315776941
Anijovich, R., Cappelletti, G., Mora, S., & Sabelli, M. J. (2009). Transitar la formación pedagógica: dispositivos y estrategias. Paidós.
ARTMUSELONDON. (29 de abril de 2019). Stepping inside Stanley Kubrick’s mind. https://artmuselondon.com/2019/04/29/stepping-inside-stanley-kubricks-mind/
Blanco, M. (2012). Autoetnografía: una forma narrativa de generación de conocimientos. Andamios, 9(19), 49-74. https://doi.org/10.29092/uacm.v9i19.390
Carroll, J. (s.f.). ‘The idea and taste machine’ inside the mind of Stanley Kubrick. Marketingsociety.com. https://www.marketingsociety.com/blog-post/idea-and-taste-machine-inside-mind-stanley-kubrick
Chen, C. (2015) Reflections on Learning How to Teach Mathematics: The Initial Training of Kindergarten Teachers. Creative Education, 6, 1328-1335. http://dx.doi.org/10.4236/ce.2015.612133
Correa, E., Chaubet, P., Collin, S., y Gervais, C. (2014). Desafíos metodológicos para el estudio de la reflexión en contexto de formación docente. Estudios Pedagógicos, 40(1), 71-86. http://dx.doi.org/10.4067/S0718-07052014000200005
Decker, L. E., & Rimm-Kaufman, S. E. (2008). Personality Characteristics and Teacher Beliefs among Pre-Service Teachers. Teacher Education Quarterly, 35(2), 45–64. http://www.jstor.org/stable/23479223
Driscoll, K. (2015). Improving the Effectiveness of Mathematics Teaching through Active Reflection. Mathematics Education Research Group of Australasia.
Etscheidt, S., Curran, C. M., & Sawyer, C. M. (2012). Promoting Reflection in Teacher Preparation Programs: A Multilevel Model. Teacher Education and Special Education, 35(1), 7-26. https://doi.org/10.1177/0888406411420887
Ferrier, A. (28 de octubre de 2023). The actors who hated Stanley Kubrick. https://faroutmagazine.co.uk/actors-who-hated-stanley-kubrick/
Göncz, L. (2017). Teacher personality: a review of psychological research and guidelines for a more comprehensive theory in educational psychology. Open Review of Educational Research, 4(1), 75–95. https://doi.org/10.1080/23265507.2017.1339572
Hamilton, M.L., Pinnegar, S., Davey, R. (2016). Intimate Scholarship: An Examination of Identity and Inquiry in the Work of Teacher Educators. En J. Loughran, M. Hamilton (Eds.), International Handbook of Teacher Education (pp. 181-237). Springer. https://doi.org/10.1007/978-981-10-0369-1_6
IESE Insight. (12 de agosto de 2022). La odisea creativa de Stanley Kubrick. https://www.iese.edu/es/insight/articulos/stanley-kubrick-odisea-creativa/
Jamal, A. (14 de abril de 2020). Stanley Kubrick is a genius, period. Medium. https://medium.com/@acidtestgo/stanley-kubrick-is-a-genius-period-2e4c84173f63
Kelchtermans, G. (2009). Who I am in how I teach is the message: self-understanding, vulnerability and reflection. Teachers and Teaching: theory and practice, 15(2), 257-272. https://doi.org/10.1080/13540600902875332
Loughran, J., & Russell, T. (2002). Improving Teacher Education Practice Through Self-study (1st ed.). Routledge. https://doi.org/10.4324/9780203018637
Ngololo, E. N., & Kanandjebo, L. N. (2021). Becoming reflective practitioners: Mathematics student teachers' experiences. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 6(2), 128-141. https://doi.org/10.23917/jramathedu.v6i2.12375
Páez, D. A., Eudave Muñoz, D., Cañedo Ortiz, T. de J., & Macías Esparza, A. C. (2020). Teachers’ reflections on mathematics teaching practices in a vulnerable context. Multi-Science Journal, 3(2), 12–19. https://doi.org/10.33837/msj.v3i2.1204
Parada, S. E., & Pluvinage, F. (2023). Reflexiones de profesores de matemáticas sobre aspectos relacionados con su pensamiento didáctico. Revista Latinoamericana De Investigación En Matemática Educativa, 17(1), 83–113. https://doi.org/10.12802/relime.13.1714
Perrenoud, Philippe. (2004). Desarrollar la práctica reflexiva en el oficio de enseñar: profesionalización y razón pedagógica. GRAO.
Pinnegar, S., Cardinal, T., Murphy, M.S., & Huber, J. (2021). Writing Toward Knowing: Crafting Intimate Scholarship. En J. Kitchen (Ed.), Writing as a Method for the Self-Study of Practice (pp. 111-135). Springer. https://doi.org/10.1007/978-981-16-2498-8_7
Psycharis, G., & Kalogeria, E. (2017). Studying the process of becoming a teacher educator in technology-enhanced mathematics. Journal of Mathematics Teacher Education, 21(6), 631–660. https://doi.org/10.1007/s10857-017-9371-5
Rodgers, C., & LaBoskey, V. K. (2016). Reflective Practice. En J. Loughran, M. Hamilton (Eds.), International Handbook of Teacher Education (pp. 71-104). Springer. https://doi.org/10.1007/978-981-10-0369-1_3
Russell, T., Fuentealba, R. & Hirmas, C. (Eds.) (2016). Formadores de formadores, descubriendo la propia voz a través de self-study. Organización de Estados Iberoamericanos. https://oei.int/oficinas/chile/publicaciones/formadores-de-formadores-descubriendo-la-propia-voz-a-traves-del-self-study
Wass, R., Rogers, T., Brown, K., Smith-Han, K., Tagg, J., Berg, D., & Gallagher, S. (2023). Pedagogical training for developing students’ metacognition: implications for educators. International Journal for Academic Development, 1–14. https://doi.org/10.1080/1360144X.2023.2246442
Wheatley, G. H. (1992). The Role of Reflection in Mathematics Learning. Educational Studies in Mathematics, 23(5), 529–541. http://www.jstor.org/stable/3482851
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2025 Marco Catalán