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Contributions of the Actors of the Pedagogical Practice to the Development of Specific Competencies in the Mathematics Graduate in Virtual and Face-to-Face Training
This research aims to examine the role played by the main ac tors of the pedagogical practice carried out by teachers in initial training in the development of the specific competencies: tea ching, training, and evaluation. These competencies are bench marks in the area of education in standardized tests to measure the quality of the graduate's training and the level of appropria tion. For this purpose, a documentary review and interviews were used as a methodology to collect experiences and perceptions of internship teachers, advisory teachers, and teachers in ini tial training in the Bachelor of Mathematics in virtual and face to-face modalities. The results found focus on the role of these actors and their relationship with the development of specific com petencies of the future teacher. The conclusions are the contri bution to the identification of the characteristics of appropriate spaces that promote the development of specific competencies, as well as how each actor can contribute.
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