Navegando por Assunto "Teachers formation"

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Desafios da formação docente inicial e as práticas de estudo na educação matemática escolar
(Universidade Federal do Pará, 2013-04) BITTAR, Marilena; FREITAS, José Luiz Magalhães de; PAIS, Luiz Carlos
The objective of this text is to describe the analysis of some current challenges to train Mathmatics teachers for the Basic Education and more specifically on what comes to practices and characteristic knowledge of school and university cultures. This analysis was done based on the assumption that there is a great difference between the practices developed along the years at the university, on the teaching graduation courses, and those practices which characterize the school tasks on the Basic Education. It is an attempt to discuss the quality development of the teachers professional formation. In order to surpass this formation it is necessary to articulate both the university and school culture. In a general way, such question has not been discussed on the Mathematical teaching graduation courses and still keeps covered, as if the nature of school practices had almost nothing in common with the university studies, but the conditioning domain of specifc contents requirement. Thus, in order to develop the objective proposed, we outstand specific aspects of School Mathematics trying not to set apart the other disciplines. It is a matter of outstanding specific methodological aspects in Mathematics teaching in accordance with the formation held in academy institutions. The study of such question is underpinned based on the Didactics Transposition Theory and in a more ample way on the anthropological approach of school classes, proposed by the french mathematician educator Yves Chevallard and shared by his research partners. A speech analysis was held in a group of units out of the original texts, which were applied to the Brazilian education reality. Such study allowed to verify the existence of a considerable distance between school teachers practices and those related to the academy knowledge, showing a gap between the school knowledge and the practices adopted in the teachers formation courses. One of the consequences of such problem is the massive presence, in the school routine, of more instructive aspects rather than educational. This may be proved by the identification of disciplinary and didactics aspects, where the methodological strategies are almost always confused with the textual formation of the mathematical knowledge.
Acesso aberto (Open Access)
Entre viagens e viajantes: compreendendo espirais de experiências de licenciadas em matemática no estágio curricular supervisionado
(Universidade Federal do Pará, 2018-06-23) BARROS, Roseli Araújo; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The present thesis accosts the Mathematics Teacher Formation in the Supervised Curricular Internship's context. In this study, I seek to understand seven students' experiences during the Mathematics Internship, while students in a public university in the Inland State of Goiás. The qualitative approach investigation, in a multi-referential perspective, falls within the scope of methods (auto) biographical considering the oral and/or written narratives from the mathematics undergraduates. The instrument for gathering data were: (i) final mathematics internship reports; (ii) narrative interviews; (iii) memorials; (iv) shared memories and conversations, which was an opportunity for the research participants reflect on the way of being in the world, with yourself, with others and nature. The narratives were analyzed by comprehensive-interpretive analysis, methodology who was proposed by Souza (2014), but I also consider the Jovchelovitch and Bauer's (2002) contributions. However, as from the research corpus and analysis units, it has emerged four categories: (i) Memories and educational trajectories; (ii) between threshold and passage: the internship time in the mathematics teacher; (iii) Initial teacher's formation and Internship: viewpoints, registries and senses; (iv) Internship and initial itineraries. These categories above were represented by an analysis spiral that simulates the cyclic movements, continued and unfinished of the senses ascribed by research participants during their experiences in the Mathematics Supervised Internship. Schematize it as spiral was possible because the past and present events are interlaced in different steps, even though the experiences don't happen in isolation, they're still historically together. The analysis spirals of categories reaffirm the idea, announced by me, that when mathematics undergraduates speak, listen, read and write about their formation and life history, they develop learning about teaching, which, in this study, it was built in a spiraling movement. These moments were reflected in a specific way and were important to the experience throughout life and formation. Nevertheless, the research participants narratives showed some issues: (i) The schooling trajectories reveal feelings, comprehensions and individual meanings from the memories reference, history and social relations established by the participants in their contact with the school and the mathematics; (ii) The transition from student to teacher's role and vice versa. This action is an inverted symmetry (MELLO, 2000), which it's not simple and means to understand the fact that teaching practice is complex; (iii) The time in the internship reserved for the teaching practice is inadequate to experience a future professional environment. Based on it, some aspects of teaching formation is not seen, such as the teacher-student relationship, the affinity between students and content, students who need pedagogical support and face difficulties, assessment of learning, etc;. (iv) There are some aspects that make teachers leave the profession, for example, the difficulties associated with profession precariousness, a lack of opportunity for teaching practice, low wages and low chances for personal ascension. Therefore, this research denotes the need for a restructuration of internship curricular to attend the needs of mathematics teacher formation. It will allow them to use the theory and practice to elaborate the knowledge needed for teaching.