Abstract
In this paper, we present an ethnographic study, which describes the case of a teacher-researcher (TR) who implements five times the same co-disciplinary study and research path (SRP) in mathematics and physics at courses of secondary school in Argentina. Basically, we analysed how the results evolve throughout the implementations depending on the teacher’s performance in the classroom. The results among the first and the last implementation show positive differences in the development of the SRP. We aim to discuss the role of the teacher in the achieved evolution. The differences identified would not be mainly attributable to the characteristics of the study groups, but to the teacher. Regarding the five implementations, the TR seems to have modified progressively: her role in the class, the knowledge introduced by her into the didactic milieu, and the management of certain dialectics. This could be due to the acquired experience with the SRP replications.
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Gazzola, M.P., Otero, M.R., Llanos, V.C. (2021). Evolution of a Teacher-Researcher While Developing a Co-disciplinary Study and Research Path Through Five Implementation. In: Barquero, B., Florensa, I., Nicolás, P., Ruiz-Munzón, N. (eds) Extended Abstracts Spring 2019. Trends in Mathematics(), vol 13. Birkhäuser, Cham. https://doi.org/10.1007/978-3-030-76413-5_3
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DOI: https://doi.org/10.1007/978-3-030-76413-5_3
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