Uso de criterios de calidad en la reflexión sobre la práctica de los futuros profesores de secundaria de matemáticas

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RECERCAT Home > Universitat de Barcelona > Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Matemàtica > Articles publicats en revistes (Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Mat.) > View document

To access the full text documents, please follow this link: http://hdl.handle.net/2445/125742

dc.contributor	Universitat de Barcelona
dc.contributor.author	Ferreres, Susana
dc.contributor.author	Vanegas Muñoz, Yuly Marsela
dc.date	2018-10-30T13:47:43Z
dc.date	2018-10-30T13:47:43Z
dc.date	2015-07-21
dc.date	2018-10-30T13:47:43Z
dc.identifier.citation	1877-0428
dc.identifier.citation	680902
dc.identifier.uri	http://hdl.handle.net/2445/125742
dc.format	7 p.
dc.format	application/pdf
dc.language.iso	spa
dc.publisher	Elsevier
dc.relation	Reproducció del document publicat a: https://doi.org/10.1016/j.sbspro.2015.07.032
dc.relation	Procedia - Social and Behavioral Sciences, 2015, vol. 196, p. 219-225
dc.relation	https://doi.org/10.1016/j.sbspro.2015.07.032
dc.rights	cc-by-nc-nd (c) Elsevier, 2015
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	http://creativecommons.org/licenses/by-nc-nd/3.0/es
dc.subject	Formació del professorat
dc.subject	Educació secundària
dc.subject	Matemàtica
dc.subject	Qualitat de l'ensenyament
dc.subject	Teacher training
dc.subject	Secondary education
dc.subject	Mathematics
dc.subject	Educational quality
dc.title	Uso de criterios de calidad en la reflexión sobre la práctica de los futuros profesores de secundaria de matemáticas
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion
dc.description.abstract	This article shows how future teachers of mathematics for secondary school at the Barcelona University, use quality criteria to reflect and improve their own practice. These uses are described, based on the analysis of their productions. It has observed that: prospective teachers use quality criteria as a tool for final reflection after classroom implementation, but these criteria are considered not enough when planning and design of their proposals.

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