Practices seen from the perspective of the teacher practitioner: a critical reflection on the role of the teacher tutor
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Abstract
The teaching practices of the future teacher are a key moment in initial training, constituting a space for teaching and learning where confrontations between theory and practice take place. This section presents a critical reflection from the perspective of the teacher practitioner, focusing on the role of the teacher tutor in the training of future teachers. Pedagogical and didactic aspects of the teaching and learning process of the future teacher in the subject of Mathematics are analyzed, as well as evaluation and formative accompaniment. The integration of diversity and attention to special educational needs in the teaching of mathematics, although present in various curricular documents and in the concept of inclusion, is not sufficiently implemented in practices. Different pedagogical and didactic approaches are applied during the training process of the future Mathematics teacher, exploring theoretical and methodological concepts that contrast with the aspects of mathematics education practice. The evaluation and training support of future teachers in this degree have their own characteristics that allow their analysis and evaluation, considering the instruments used and their results. Attention to diversity and inclusion in the Mathematics classroom is a recurring theme, addressed in numerous instances, however, it is not always implemented in the different initial training courses
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