Statistics teacher training trajectory
DOI:
https://doi.org/10.24220/2318-0870v28e2023a8224Keywords:
Teacher education, Interview, Statistics teachingAbstract
This paper studies the training trajectories characteristics of statistics teachers. The participants were seven in-service statistics teachers from compulsory education who taught in public schools in a city in the northwest of Colombia. A study of qualitative nature with an interpretative focus was carried out. In-depth interviews were used to reconstruct the autobiographical narratives of the participants and to understand the training paths that led them to become statistics teachers. The results revealed that the teachers had a limited statistical and didactic training, that they were trained in a tradition where the statistical knowledge was static and alienating, that they taught statistics as a requirement of their teaching position, that they had self-learning practices to be able to teach statistics, and that they had weak links with academic associations. At the end, a discussion is provided to think about the training of teachers who teach statistics.
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