Train as a Math Teacher: Creative and Proactive Process of Professional Development

Abstract

In this article, we present a study on a professional development training program for math teachers. The program is considered innovative because it focuses on reflection on teaching practice through the identification and resolution of professional problems. We define professional problems as teaching situations for which the teacher seeks solutions. We demonstrate, with excerpts from working sessions, that these solutions are informed by reflection on the practices the teachers are attempting to modify. Collectively, these solutions serve as indicators of the specialized knowledge that characterizes a professional mathematics teacher.