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Vol. 29 (2026): Publicación continua

Trayectorias de aprendizaje de Formadores de Profesores de Matemática para integrar la tecnología digital en la Formación Inicial Docente en Chile

DOI:
https://doi.org/10.12802/relime.2026.29.e409
Publicado
2026-06-24

Resumen

Debido a su alta responsabilidad y agencia, es clave conocer cómo los formadores se preparan para apoyar a futuros docentes en la integración de tecnologías. Este estudio caracteriza las trayectorias de aprendizaje de diez Formadores de Profesores de Matemática, en el uso de tecnología digital en Chile, en el marco de nuevos estándares de formación inicial. Los hallazgos, analizados mediante el marco de Desarrollo Profesional Continuo de Kennedy (2014) y las estrategias de Goos y Beswick (2021), sugieren que los mecanismos de aprendizaje son heterogéneos, no están mediados institucionalmente, son principalmente informales de “abajo hacia arriba”, liderados por formadores con intereses comunes en torno a la integración de tecnología que se organizan para producir soluciones conjuntas. Se identifican cuatro categorías equilibradas: modelos transmisivos, maleables, transformativos y autoformación.

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