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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

Resumo

Devido à sua elevada responsabilidade e autonomia, é fundamental compreender como os formadores se preparam para apoiar os futuros professores na integração das tecnologias. Este estudo caracteriza as trajetórias de aprendizagem de dez formadores de professores de matemática no uso da tecnologia digital no Chile, no âmbito dos novos padrões de formação inicial. Os resultados, analisados através do quadro de Desenvolvimento Profissional Contínuo de Kennedy (2014) e das estratégias de Goos e Beswick (2021), sugerem que os mecanismos de aprendizagem são heterogéneos, não são mediados institucionalmente, são principalmente informais e de «baixo para cima», liderados por formadores com interesses comuns em torno da integração da tecnologia, que se organizam para produzir soluções conjuntas. Identificam-se quatro categorias equilibradas: modelos transmissivos, maleáveis, transformativos e de autoformação.

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