Detalhes bibliográficos
| Autor(a) principal: |
Batista, Josiel de Oliveira |
| Data de Publicação: |
2020 |
| Outros Autores: |
Mocrosky, Luciane Ferreira,
Mondini, Fabiane |
| Tipo de documento: |
Artigo
|
| Idioma: |
por |
| Título da fonte: |
EAD em Foco |
| Texto Completo: |
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/901
|
Resumo: |
This paper presents a study about the question: 'How a teacher trainer in Mathematics understands teachers in online courses?' In this way, we studied teacher’s educators who teaches basic mathematics by distance and using technological tools. In order to get some answers we applied a phenomenological approach with five interviews, that were transcribed and analyzed in two moments: an ideographic analysis and a nomothetic analysis. Although very similar, those categories reveal specific identity characteristics as they pass through nuclear ideas that reveal how training by distance education has been going on. In summary, the study shows that online education, aimed to fill the gaps in school attendance, reveals a path to the emergence of a new way of conducting education. The student who assumes the responsibility for their training can be a driver for teaching in general. This modality makes this same student advance in his competences and build his own professorship. As degree in distance education has unique characteristics, it is a modality that dares to use technology in favor of teaching and make it possible to learn mathematics by a computer screens. Keywords: Phenomenology. Mathematics education. Teacher education.Philosofy of education. |