Hacia una formación comunitaria de profesores de matemáticas

This paper proposes a conceptualisation of a communal mathematics teacher education, as relevant to supporting teachers adapt to new curriculum demands. Drawing on an enactivist theory of cognition, the paper argues for the salience of the notions: educating awareness, deliberate analysis and subordinating teaching (of teachers) to learning (of teachers). Such notions aim to subvert the perceived binary of a theory-practice divide in some conceptualisations of teacher education. Having described core elements of our approach, experiences from one teacher education course in England are offered, by way of exemplification. The paper concludes that a communal teacher education may be needed if our curriculum is to move towards a more socioecological framing.