“It’s in Spanish”: Collaboration as a Tool for Educational Transformation
No. 2 (2024-05-31)Author(s)
-
Adriana Ines Avila ZarateUniversidad Autónoma de BucaramangaORCID iD: https://orcid.org/0000-0002-4122-7960
-
Gladys KrauseWilliam and MaryORCID iD: https://orcid.org/0000-0002-2001-267X
Abstract
The present approach describes the work carried out by two educators in two different geographical, cultural, and linguistic contexts: Colombia and the United States. As educators, they share a) the responsibility of preparing future preschool and primary school teachers, and b) an interest in creating educational experiences that foster an expansion of perspectives on what it means to be a teacher. The authors propose a collaborative framework and suggest its implementation in teacher education. The proposal describes three years of collaborative work creating spaces for future teachers in an Early Childhood Education program in Colombia and a teacher education program for elementary school teachers in the United States to interact and collaborate with each other on the development and implementation of various educational approaches in mathematical contexts. The proposal suggests the design and implementation of a framework for collaboration aimed at transforming educational practices.
References
Adams-Corral, M. (2023). EDCI 3334: Math Teaching methods for elementary students [Syllabus]. Brownsville, TX: The University of Texas at Rio Grande Valley.
Daelman, S., De Schauwer, E. & Van Hove, G. (2021). Visiting borders in education: A creative approach with children in primary education. Children and Society, 35, 593-612. https://doi.org/10.1111/chso.12455
Davies, B. (2014). Listening to children. Being and becoming. Routledge.
Freire, P. (1987). Pedagogía del oprimido (edición 53). Siglo Veintiuno Editores.
Freire, P. (1976). Educación y cambio. Buenos Aires.
Hargreaves, A. & Fullan, M. (2012). Professional Capital. Transforming teaching in every school. Nueva York: Teachers College Press.
Jacobs, V. R., Empson, S. B., Jessup, N. & Krause, G. (2019, November). The many faces of not having enough time. [Poster presentation]. Forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). St Louis, MO: University of Missouri.
Johnson, D., Johnson, R. y Holubec, E. (1994). Cooperative Learning in the Classroom. Association For Supervision and Curriculum Development, Virginia.
Kennedy, M. (1999). Form and substance in mathematics and science professional development (NISE Brief No. 3[2]). National Center for Improving Science Education.
Krause, K., Ávila, A. & Gualdrón, E. (2021). Problem solving in teacher preparation: Two contexts, one global scenario. En D. Olanoff, K. Johnson & S. M. Spitzer. (2021), Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Philadelphia, PA. https://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf
Krause, K., Ávila, A. & Gualdrón, E. (2022). Maestr@s, estudiantes, lenguaje y matemáticas: prácticas pedagógicas para una formación con visión global. En A. E. Lischka, E. B. Dyer, R. S. Jones, J.
Lovett, J. Strayer & S. Drown. (2022), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee State University. https://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf
Krause, G. & Maldonado, L. A. (2019). Our linguistic and cultural resources: The experiences of bilingual prospective teachers with mathematics autobiographies. En T. G. Bartell, C. Drake, A. R. McDuffie, J. M. Aguirre, E. E. Turner & M. Q. Foote (eds.), Transforming Mathematics Teacher Education (pp. 161- 176). Springer International Publishing.