Résumé
Mathematics teacher educators play a crucial role in teacher education, and examining the opportunities that facilitate their professional learning is imperative. In this study, we report how inquiry into one's own practice can be a suitable strategy for this, characterizing the improvements that mathematics teacher educators identify when participating in an e-learning self-instructional course and workshops on inquiry into their own practice. We employed a quasi-experimental, mixed methods, pre-post design; data were collected through an online questionnaire and focus groups. Findings evidence that participants in this professional learning experience perceived they developed new research skills and expanded their knowledge and positioning about research, highlighting that inquiry into one's own practice is a valid genre of research that allows them to improve their prospective teachers' learning. Finally, the implications of these findings are discussed.