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Artículos

Vol. 29 (2026): Publicación continua

Learning Trajectories of Mathematics Teacher Educators for Integrating Digital Technology in Initial Teacher Education in Chile

DOI:
https://doi.org/10.12802/relime.2026.29.e409
Published
June 23, 2026

Abstract

Given their high level of responsibility and autonomy, it is essential to understand how teacher educators prepare to support future teachers in integrating technology. This study characterizes the learning trajectories of ten mathematics teacher educators in the use of digital technology in Chile, within the framework of new initial teacher education standards. The findings, analyzed using Kennedy’s (2014) framework of Continuous Professional Development and the strategies of Goos and Beswick (2021), suggest that learning mechanisms are heterogeneous, not institutionally mediated, and primarily informal “bottom-up” processes led by trainers with shared interests in technology integration who organize themselves to develop joint solutions. Four balanced categories are identified: transmissive, malleable, transformative, and self-directed learning models.

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