Beginning Mathematics teachers: a study on their professional development
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , , |
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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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 |
status_str |
publishedVersion |
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 application/zip 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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