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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
Publiée
2026-06-23

Résumé

Compte tenu de leurs responsabilités importantes et de leur autonomie, il est essentiel de comprendre comment les formateurs se préparent à accompagner les futurs enseignants dans l’intégration des technologies. Cette étude décrit les parcours d’apprentissage de dix formateurs de professeurs de mathématiques dans l’utilisation des technologies numériques au Chili, dans le cadre des nouvelles normes de formation initiale. Les résultats, analysés à l’aide du cadre de développement professionnel continu de Kennedy (2014) et des stratégies de Goos et Beswick (2021), suggèrent que les mécanismes d’apprentissage sont hétérogènes, qu’ils ne sont pas régis par les institutions, qu’ils sont principalement informels et s’inscrivent dans une dynamique « de bas en haut », menés par des formateurs partageant des intérêts communs autour de l’intégration des technologies et qui s’organisent pour élaborer des solutions communes. Quatre catégories équilibrées sont identifiées : les modèles transmissifs, malléables, transformateurs et d’autoformation.

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