Keywords
Identidad Profesional
Profesores de Matemática
Investigación narrativa
How to Cite
Abstract
This research studies constructing our mathematical identity as mathematics teachers who work as teacher trainers. This research used narrative inquiry, which aims to analyze our past and present experiences, to imagine future experiences. It is concluded that our mathematical identity has been modified as we reflect on mathematics teaching situations that triggered our migration from school to university. Our need for knowledge to teach at different stages of our career has allowed us to broaden our understanding of what it means to train teachers and the knowledge necessary to carry out this training. Finally, we agree with the research that there is an opportunity to continue researching the knowledge to teach the MTEs to train teachers to be better prepared for school teaching.
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