Beginning Mathematics teachers: a study on their professional development

Detalhes bibliográficos
Autor(a) principal: Nascimento, Francisco Jeovane do
Data de Publicação: 2018
Outros Autores: Castro, Eliziane Rocha, Araújo, Regiane Rodrigues, Lima, Ivoneide Pinheiro de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Vértices (Campos dos Goitacazes. Online)
Texto Completo: https://editoraessentia.iff.edu.br/index.php/vertices/article/view/10006
Resumo: This study discusses the professional development of beginning Mathematics teachers. The implications of the initial formation of Mathematics teachers in their professional development were analyzed through the unique experiences lived within the scope of the Institutional Scholarship Program for New Teachers (PIBID). The methodology used here was the case study, and the research tools were the documentary analysis, observation and interview.  Results show that the unique experiences lived in the context of PIBID give teachers a better formation and improvement in the learning of their profession. This reflected in their repertoire of professional knowledge and in their teaching practice, as well as being subsidies in their teaching assumption.  
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spelling Beginning Mathematics teachers: a study on their professional developmentProfesores principiantes de Matemáticas: un estudio sobre su desarrollo profesionalProfessores iniciantes de Matemática: um estudo sobre seu desenvolvimento profissionalBeginning Mathematics teachersInitial formationProfessional developmentProfesores principiantes de MatemáticasFormación inicialDesarrollo profesionalProfessores iniciantes de MatemáticaFormação inicialDesenvolvimento profissionalThis study discusses the professional development of beginning Mathematics teachers. The implications of the initial formation of Mathematics teachers in their professional development were analyzed through the unique experiences lived within the scope of the Institutional Scholarship Program for New Teachers (PIBID). The methodology used here was the case study, and the research tools were the documentary analysis, observation and interview.  Results show that the unique experiences lived in the context of PIBID give teachers a better formation and improvement in the learning of their profession. This reflected in their repertoire of professional knowledge and in their teaching practice, as well as being subsidies in their teaching assumption.   El estudio discurre sobre el desarrollo profesional de profesores de Matemáticas principiantes, en el cual se analizaron las implicaciones de la formación inicial del profesor de Matemáticas iniciante en su proceso de desarrollo profesional, a través de las experiencias singulares vivenciadas en el ámbito del PIBID. La metodología utilizada fue el estudio de caso, cuyos instrumentos de investigación fueron el análisis documental, observación y entrevista. Los resultados evidenciaron que las experiencias singulares, vivenciadas en el contexto del PIBID, propiciaron a los profesores momentos de formación, constitución y perfeccionamiento del aprendizaje de la profesión, repercutiendo en su repertorio de conocimientos profesionales y en su práctica docente, además de constituirse como subsidios en la asunción enseñanza.O estudo discorre sobre o desenvolvimento profissional de professores de Matemática iniciantes, no qual se analisaram as implicações da formação inicial do professor de Matemática iniciante em seu processo de desenvolvimento profissional, mediante as experiências singulares vivenciadas no âmbito do PIBID. A metodologia utilizada foi o estudo de caso, cujos instrumentos de pesquisa foram a análise documental, observação e entrevista. Os resultados evidenciaram que as experiências singulares, vivenciadas no contexto do PIBID, propiciaram aos professores momentos de formação, constituição e aperfeiçoamento da aprendizagem da profissão, repercutindo em seu repertório de conhecimentos profissionais e na sua prática docente, além de se constituírem como subsídios na assunção docente.Instituto Federal de Educação, Ciência e Tecnologia Fluminense2018-04-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziptext/htmlhttps://editoraessentia.iff.edu.br/index.php/vertices/article/view/1000610.19180/1809-2667.v20n12018p111-119Revista Vértices; Vol. 20 No. 1 (2018): Jan./Apr.; 111-119Revista Vértices; Vol. 20 Núm. 1 (2018): ene./abr.; 111-119Revista Vértices; v. 20 n. 1 (2018): jan./abr.; 111-1191809-26671415-2843reponame:Vértices (Campos dos Goitacazes. Online)instname:Centro Federal de Educação Tecnológica de Campos dos Goytacazesinstacron:IFFluminenseporhttps://editoraessentia.iff.edu.br/index.php/vertices/article/view/10006/9121https://editoraessentia.iff.edu.br/index.php/vertices/article/view/10006/14484https://editoraessentia.iff.edu.br/index.php/vertices/article/view/10006/14485Nascimento, Francisco Jeovane doCastro, Eliziane RochaAraújo, Regiane RodriguesLima, Ivoneide Pinheiro deinfo:eu-repo/semantics/openAccess2021-12-30T15:20:25Zoai:ojs.editoraessentia.iff.edu.br:article/10006Revistahttps://essentiaeditora.iff.edu.br/index.php/vertices/PUBhttps://essentiaeditora.iff.edu.br/index.php/vertices/oaiessentia@iff.edu.br1809-26671415-2843opendoar:2021-12-30T15:20:25Vértices (Campos dos Goitacazes. Online) - Centro Federal de Educação Tecnológica de Campos dos Goytacazesfalse
dc.title.none.fl_str_mv Beginning Mathematics teachers: a study on their professional development
Profesores principiantes de Matemáticas: un estudio sobre su desarrollo profesional
Professores iniciantes de Matemática: um estudo sobre seu desenvolvimento profissional
title Beginning Mathematics teachers: a study on their professional development
spellingShingle Beginning Mathematics teachers: a study on their professional development
Nascimento, Francisco Jeovane do
Beginning Mathematics teachers
Initial formation
Professional development
Profesores principiantes de Matemáticas
Formación inicial
Desarrollo profesional
Professores iniciantes de Matemática
Formação inicial
Desenvolvimento profissional
title_short Beginning Mathematics teachers: a study on their professional development
title_full Beginning Mathematics teachers: a study on their professional development
title_fullStr Beginning Mathematics teachers: a study on their professional development
title_full_unstemmed Beginning Mathematics teachers: a study on their professional development
title_sort Beginning Mathematics teachers: a study on their professional development
author Nascimento, Francisco Jeovane do
author_facet Nascimento, Francisco Jeovane do
Castro, Eliziane Rocha
Araújo, Regiane Rodrigues
Lima, Ivoneide Pinheiro de
author_role author
author2 Castro, Eliziane Rocha
Araújo, Regiane Rodrigues
Lima, Ivoneide Pinheiro de
author2_role author
author
author
dc.contributor.author.fl_str_mv Nascimento, Francisco Jeovane do
Castro, Eliziane Rocha
Araújo, Regiane Rodrigues
Lima, Ivoneide Pinheiro de
dc.subject.por.fl_str_mv Beginning Mathematics teachers
Initial formation
Professional development
Profesores principiantes de Matemáticas
Formación inicial
Desarrollo profesional
Professores iniciantes de Matemática
Formação inicial
Desenvolvimento profissional
topic Beginning Mathematics teachers
Initial formation
Professional development
Profesores principiantes de Matemáticas
Formación inicial
Desarrollo profesional
Professores iniciantes de Matemática
Formação inicial
Desenvolvimento profissional
description This study discusses the professional development of beginning Mathematics teachers. The implications of the initial formation of Mathematics teachers in their professional development were analyzed through the unique experiences lived within the scope of the Institutional Scholarship Program for New Teachers (PIBID). The methodology used here was the case study, and the research tools were the documentary analysis, observation and interview.  Results show that the unique experiences lived in the context of PIBID give teachers a better formation and improvement in the learning of their profession. This reflected in their repertoire of professional knowledge and in their teaching practice, as well as being subsidies in their teaching assumption.  
publishDate 2018
dc.date.none.fl_str_mv 2018-04-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv https://editoraessentia.iff.edu.br/index.php/vertices/article/view/10006
10.19180/1809-2667.v20n12018p111-119
url https://editoraessentia.iff.edu.br/index.php/vertices/article/view/10006
identifier_str_mv 10.19180/1809-2667.v20n12018p111-119
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://editoraessentia.iff.edu.br/index.php/vertices/article/view/10006/9121
https://editoraessentia.iff.edu.br/index.php/vertices/article/view/10006/14484
https://editoraessentia.iff.edu.br/index.php/vertices/article/view/10006/14485
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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text/html
dc.publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia Fluminense
publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia Fluminense
dc.source.none.fl_str_mv Revista Vértices; Vol. 20 No. 1 (2018): Jan./Apr.; 111-119
Revista Vértices; Vol. 20 Núm. 1 (2018): ene./abr.; 111-119
Revista Vértices; v. 20 n. 1 (2018): jan./abr.; 111-119
1809-2667
1415-2843
reponame:Vértices (Campos dos Goitacazes. Online)
instname:Centro Federal de Educação Tecnológica de Campos dos Goytacazes
instacron:IFFluminense
instname_str Centro Federal de Educação Tecnológica de Campos dos Goytacazes
instacron_str IFFluminense
institution IFFluminense
reponame_str Vértices (Campos dos Goitacazes. Online)
collection Vértices (Campos dos Goitacazes. Online)
repository.name.fl_str_mv Vértices (Campos dos Goitacazes. Online) - Centro Federal de Educação Tecnológica de Campos dos Goytacazes
repository.mail.fl_str_mv essentia@iff.edu.br
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