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Advancing towards a Transformational Professional Competence Model through Reflective Learning and Sustainability: The Case of Mathematics Teacher Education

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  • Ángel Alsina

    (Department of Specific Didactics, Universitat de Girona, 17004 Girona, Spain)

  • Ingrid Mulà

    (Institute of Educational Research, Universitat de Girona, 17004 Girona, Spain)

Abstract

The aim of this study was to begin to characterize the elements of teacher educators’ professional practice that promote the transformation of prior knowledge, experiences, and system beliefs into professional competence, based on reflective learning and education for sustainability. To obtain data, 30 class sessions of a mathematics education teacher were analyzed. Five elements of the lecturer’s practice were identified: (1) presents real action; (2) uncovers students’ values and preconceptions and considers them; (3) systematizes them and contrasts them with the ‘ideal’; (4) helps to understand the perspective offered by mathematical and sustainability concepts; (5) helps students develop the new perspective acquired through grounded and reasoned action plans. A key conclusion of the study is that it is prior knowledge, experiences, and beliefs which are transformed if the two agents involved in the learning process (pre-service teachers and university lecturers) are synchronized.

Suggested Citation

  • Ángel Alsina & Ingrid Mulà, 2019. "Advancing towards a Transformational Professional Competence Model through Reflective Learning and Sustainability: The Case of Mathematics Teacher Education," Sustainability, MDPI, vol. 11(15), pages 1-17, July.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:15:p:4039-:d:251837
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    References listed on IDEAS

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    1. Bandura, Albert, 1991. "Social cognitive theory of self-regulation," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 248-287, December.
    2. Sara Ayllón & Ángel Alsina & Jordi Colomer, 2019. "Teachers’ involvement and students’ self-efficacy: Keys to achievement in higher education," PLOS ONE, Public Library of Science, vol. 14(5), pages 1-11, May.
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    Cited by:

    1. Rodrigo Domínguez-González & Laura Delgado-Martín, 2022. "Arousing Early Strategic Thinking about SDGs with Real Mathematics Problems," Mathematics, MDPI, vol. 10(9), pages 1-22, April.
    2. Ibrahim Youssef Alyoussef, 2021. "Massive Open Online Course (MOOCs) Acceptance: The Role of Task-Technology Fit (TTF) for Higher Education Sustainability," Sustainability, MDPI, vol. 13(13), pages 1-14, July.
    3. Mª del Carmen Olmos-Gómez & Ligia Isabel Estrada-Vidal & Francisca Ruiz-Garzón & Rafael López-Cordero & Laila Mohamed-Mohand, 2019. "Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices," Sustainability, MDPI, vol. 11(24), pages 1-21, December.
    4. Sara Calvo & Fergus Lyon & Andrés Morales & Jeremy Wade, 2020. "Educating at Scale for Sustainable Development and Social Enterprise Growth: The Impact of Online Learning and a Massive Open Online Course (MOOC)," Sustainability, MDPI, vol. 12(8), pages 1-15, April.

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