Uso de los criterios de idoneidad didáctica y la metodología Lesson Study en la formación del profesorado de matemáticas en España y Ecuador

Abstract

The literature on teacher education has highlighted the importance of developing teacher reflection on practice. The objective of this paper is to explain the use of the Didactic Suitability Criteria tool and the Lesson Study methodology in mathematics teacher education in Spain and Ecuador. In this paper, first, we briefly explain, as a theoretical reference, these constructs; then we explain the structure of the training cycles implemented in teacher training programs for the learning and use of the Didactic Suitability Criteria to organize teachers' reflection on their practice in Spain and Ecuador. Next, the structure of the training cycles implemented in teacher training programs that combine the Didactic Suitability Criteria with the Lesson Study is explained. Finally, the paper concludes with some considerations on the evolution of this construct.