Reflection on practice in teacher training: analysis of Pythagorean Theorem class simulations with Didactic Suitability Criteria
Palavras-chave:
Class Simulation, Pythagorean Theorem, Reflection on Practice, Didactic Suitability Criteria, Teacher TrainingResumo
This study explores the integration of class simulations and Didactic Suitability Criteria in the training of future mathematics teachers in Chile, aiming to foster reflective competence from the initial stages of their professional training. Using a qualitative approach, it investigated how future educators use the components of the Epistemic Didactic Suitability Criterion to reflect on and improve class simulations of the Pythagorean Theorem. Despite some confusion in the application of the criterion, all groups demonstrated an active commitment to didactic improvement. This combined approach of class simulations and Didactic Suitability Criteria is revealed as a valuable strategy in initial training, providing meaningful practical experiences and promoting structured reflection on pedagogical practice.
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