Integration of technologies in the First Teaching Practice: The case of a preservice mathematics teacher
DOI:
https://doi.org/10.48489/quadrante.29721Keywords:
preservice teacher education, teaching practice, digital technologies, mathematics educationAbstract
This article reports an intrinsic case study in which we identify and characterize ways of significant integration of digital technologies by a female preservice mathematics teacher in the framework of her first teaching practice, carried out in a secondary school equipped with various technological resources. The integration of technologies is analyzed according to the framework called Structuring Features of Classroom Practice, following a qualitative methodology within the interpretative paradigm appealing to deductive and inductive categories. The results show that the significant integration of digital technologies by the preservice teacher was produced by putting into play a framework of actions related to: the adaptations registered in the work environment of the practice, the planned resources, and the various modes of interaction promoted in the classroom. The study provides contributions that allow reviewing and rethinking actions in teacher education programs related to the integration of digital technologies.
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