The role of ICT in supporting the development of pro-fessional knowledge during teaching practice
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Data de Publicação: | 2012 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10451/22608 |
Resumo: | Prospective mathematics teachers often start their practice with images of learning situations quite different from current curriculum orientations. Such is the case of Fabio, who, at the beginning of his practicum, proposed mostly exercises and promoted unidirectional communication. We analyse the contribution of a teacher education setting based on ICT (email and forum) in developing his professional knowledge, looking especially at tasks and forms of communication. The qualitative and interpretative case study of this prospective teacher is based on interviews and on the analysis of the documentation generated in the teacher education setting. The results show that, in addition to exercises, the prospective teacher began to suggest more open and challenging tasks and promoting contributive communication in his classroom. In planning his lessons, Fábio’s professional knowledge showed improvement in the diversity of tasks that he adopted, in the attention he gave to student activity, in the adequacy of instructional materials that he used and in the forms of communication that he promoted, which involved more students in the classroom activities. By reflecting on his actions, he developed his ability to gather information about his practice, how to interpret it, question it and reshape it. The reconstruction of particular parts of the action helped Fabio to expand his professional knowledge and to see practice as a source of learning to teach. |
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The role of ICT in supporting the development of pro-fessional knowledge during teaching practiceProspective teacher educationICTPre-service teachersProfessional knowledgeTeaching practiceProspective mathematics teachers often start their practice with images of learning situations quite different from current curriculum orientations. Such is the case of Fabio, who, at the beginning of his practicum, proposed mostly exercises and promoted unidirectional communication. We analyse the contribution of a teacher education setting based on ICT (email and forum) in developing his professional knowledge, looking especially at tasks and forms of communication. The qualitative and interpretative case study of this prospective teacher is based on interviews and on the analysis of the documentation generated in the teacher education setting. The results show that, in addition to exercises, the prospective teacher began to suggest more open and challenging tasks and promoting contributive communication in his classroom. In planning his lessons, Fábio’s professional knowledge showed improvement in the diversity of tasks that he adopted, in the attention he gave to student activity, in the adequacy of instructional materials that he used and in the forms of communication that he promoted, which involved more students in the classroom activities. By reflecting on his actions, he developed his ability to gather information about his practice, how to interpret it, question it and reshape it. The reconstruction of particular parts of the action helped Fabio to expand his professional knowledge and to see practice as a source of learning to teach.MERGARepositório da Universidade de LisboaViseu, FlorianoPonte, João Pedro da2016-02-08T12:59:00Z20122012-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/22608engViseu, F., & Ponte, J. P. (2012). The role of ICT in supporting the development of professional knowledge during teaching practice. Mathematics Teacher Education and Development, 14(2), 137-158.info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-08T16:09:57Zoai:repositorio.ul.pt:10451/22608Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T21:40:10.089911Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The role of ICT in supporting the development of pro-fessional knowledge during teaching practice |
title |
The role of ICT in supporting the development of pro-fessional knowledge during teaching practice |
spellingShingle |
The role of ICT in supporting the development of pro-fessional knowledge during teaching practice Viseu, Floriano Prospective teacher education ICT Pre-service teachers Professional knowledge Teaching practice |
title_short |
The role of ICT in supporting the development of pro-fessional knowledge during teaching practice |
title_full |
The role of ICT in supporting the development of pro-fessional knowledge during teaching practice |
title_fullStr |
The role of ICT in supporting the development of pro-fessional knowledge during teaching practice |
title_full_unstemmed |
The role of ICT in supporting the development of pro-fessional knowledge during teaching practice |
title_sort |
The role of ICT in supporting the development of pro-fessional knowledge during teaching practice |
author |
Viseu, Floriano |
author_facet |
Viseu, Floriano Ponte, João Pedro da |
author_role |
author |
author2 |
Ponte, João Pedro da |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Repositório da Universidade de Lisboa |
dc.contributor.author.fl_str_mv |
Viseu, Floriano Ponte, João Pedro da |
dc.subject.por.fl_str_mv |
Prospective teacher education ICT Pre-service teachers Professional knowledge Teaching practice |
topic |
Prospective teacher education ICT Pre-service teachers Professional knowledge Teaching practice |
description |
Prospective mathematics teachers often start their practice with images of learning situations quite different from current curriculum orientations. Such is the case of Fabio, who, at the beginning of his practicum, proposed mostly exercises and promoted unidirectional communication. We analyse the contribution of a teacher education setting based on ICT (email and forum) in developing his professional knowledge, looking especially at tasks and forms of communication. The qualitative and interpretative case study of this prospective teacher is based on interviews and on the analysis of the documentation generated in the teacher education setting. The results show that, in addition to exercises, the prospective teacher began to suggest more open and challenging tasks and promoting contributive communication in his classroom. In planning his lessons, Fábio’s professional knowledge showed improvement in the diversity of tasks that he adopted, in the attention he gave to student activity, in the adequacy of instructional materials that he used and in the forms of communication that he promoted, which involved more students in the classroom activities. By reflecting on his actions, he developed his ability to gather information about his practice, how to interpret it, question it and reshape it. The reconstruction of particular parts of the action helped Fabio to expand his professional knowledge and to see practice as a source of learning to teach. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012 2012-01-01T00:00:00Z 2016-02-08T12:59:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10451/22608 |
url |
http://hdl.handle.net/10451/22608 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Viseu, F., & Ponte, J. P. (2012). The role of ICT in supporting the development of professional knowledge during teaching practice. Mathematics Teacher Education and Development, 14(2), 137-158. |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
MERGA |
publisher.none.fl_str_mv |
MERGA |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799134309374754816 |