Explorando el desarrollo profesional sobre educación estadística del profesorado en activo

Abstract

The aim of this article is to explore the self-assessment of the preparation and core knowledge for teaching statistics of in-service teachers in pre-primary, primary and secondary education, as a starting point for the design of in-service training plans in statistical education. As a preamble, some frameworks that conceptualize teachers' professional activity and the core ideas of statistics for teaching are reviewed. In order to obtain data, an online questionnaire on statistics teaching was administered to 43 teachers from different Latin American countries and from the three stages, with four items linked to our objective. From the quantitative and qualitative analysis of these items, the following results were obtained: a) with regard to preparation, while the quantitative data show a positive self-assessment, with no statistically significant differences between stages, the qualitative data show little or no initial education; b) with regard to core knowledge, a multifaceted approach was identified that integrates contextual relevance, active methodologies, the development of specific statistical competences and adaptation to the characteristics of the students. It is concluded that these data provide clues for the design of continuous education plans that allow the implementation of statistical tasks in a well-founded manner.