Professional Teacher Learning of the prospective mathematics teacher into the interdisciplinary practices of the Education Institute/Unicamp

Detalhes bibliográficos
Autor(a) principal: Acevedo Rincon, Jenny Patricia
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Educação Matemática (Online)
Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/98
Resumo: The article values the teaching experiences of professional learning situated in an interdisciplinary context of teacher training, such as the prospective teacher course, offered by the Education Institute (Unicamp). The main objective of the research in development is to understand how the prospective teacher participate in teacher education practices promoting the professional learning of the interdisciplinary experiences in the Education Institute/Unicamp. As a theoretical background of the research we use the concept of situated Learning Based on the Social Theory of Learning, participation in Communities of Practice and (professional) identity. The research is qualitative, having as empirical materials the researcher records, prospective teacher records, intervention plans, final report of the Course by the Communities of practices, surveys and interviews (individual and group) about the 18 trainees participating in the research, that integrate the data analysis and interpretation. The narrative analyze developed with the four prospective mathematics teacher present a way to understand the prospective teacher experiences about the practices in the four landscape identified: the Course, the Interdisciplinary Groups, the School, and the virtual environment (TelEduc).
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spelling Professional Teacher Learning of the prospective mathematics teacher into the interdisciplinary practices of the Education Institute/UnicampAprendizagem Profissional Docente do estagiário de Licenciatura em Matemáticas nas práticas interdisciplinares da FE/UnicampInterdisciplinary prospective teacher CourseSituated learningCommunities of PracticeEstágio Supervisionado InterdisciplinarAprendizagem situadaComunidades de prática.The article values the teaching experiences of professional learning situated in an interdisciplinary context of teacher training, such as the prospective teacher course, offered by the Education Institute (Unicamp). The main objective of the research in development is to understand how the prospective teacher participate in teacher education practices promoting the professional learning of the interdisciplinary experiences in the Education Institute/Unicamp. As a theoretical background of the research we use the concept of situated Learning Based on the Social Theory of Learning, participation in Communities of Practice and (professional) identity. The research is qualitative, having as empirical materials the researcher records, prospective teacher records, intervention plans, final report of the Course by the Communities of practices, surveys and interviews (individual and group) about the 18 trainees participating in the research, that integrate the data analysis and interpretation. The narrative analyze developed with the four prospective mathematics teacher present a way to understand the prospective teacher experiences about the practices in the four landscape identified: the Course, the Interdisciplinary Groups, the School, and the virtual environment (TelEduc).O artigo valoriza as experiências de aprendizagem profissional docente situadas em um contexto interdisciplinar de formação dos futuros professores, como o constitui o curso Estágio Supervisionado I, oferecido pela Faculdade de Educação (FE/Unicamp). O objetivo principal da pesquisa em desenvolvimento é compreender as práticas de aprendizagem profissional docente dos estagiários da Licenciatura em matemática a partir da participação em experiências interdisciplinares na FE/Unicamp. Como referencial teórico da pesquisa usamos o conceito de Aprendizagem Situada da Teoria Social da Aprendizagem, a participação em Comunidades de Prática e a identidade (profissional). A pesquisa é de tipo qualitativa, tendo como materiais empíricos os diários de campo da pesquisadora, diários de campo dos estagiários, planos de intervenção dos estagiários nas escolas campo de Estágio, relatórios finais da disciplina, questionário e entrevistas (individual e grupal) dos 18 estagiários participantes da pesquisa, os quais compõem o corpo de análise e interpretação dos dados. As análises narrativas desenvolvidas com as quatro estagiárias da Licenciatura em matemática, apresentam uma forma de compreender as experiências das estagiárias sobre as práticas nos quatro cenários identificados: o Curso, os Grupos Interdisciplinares, a Escola, e a plataforma virtual de registro das narrativas (TelEduc). Sociedade Brasileira de Educação Matemática (SBEM)2017-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/9810.25090/remat25269062v14n172017p160a172Revista de Educação Matemática; Vol. 14 No. 17: jul. /dez. 2017; 160 - 172Revista de Educação Matemática; ##issue.vol## 14 ##issue.no## 17: jul. /dez. 2017; 160 - 172Revista de Educação Matemática; Vol. 14 Núm. 17: jul. /dez. 2017; 160 - 172Revista de Educação Matemática; v. 14 n. 17: jul. /dez. 2017; 160 - 1722526-906210.25090/remat25269062v14n172017reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/98/pdfCopyright (c) 2018 JENNY PATRICIA ACEVEDO RINCONinfo:eu-repo/semantics/openAccessAcevedo Rincon, Jenny Patricia2021-05-06T16:11:51ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG
dc.title.none.fl_str_mv Professional Teacher Learning of the prospective mathematics teacher into the interdisciplinary practices of the Education Institute/Unicamp
Aprendizagem Profissional Docente do estagiário de Licenciatura em Matemáticas nas práticas interdisciplinares da FE/Unicamp
title Professional Teacher Learning of the prospective mathematics teacher into the interdisciplinary practices of the Education Institute/Unicamp
spellingShingle Professional Teacher Learning of the prospective mathematics teacher into the interdisciplinary practices of the Education Institute/Unicamp
Acevedo Rincon, Jenny Patricia
Interdisciplinary prospective teacher Course
Situated learning
Communities of Practice
Estágio Supervisionado Interdisciplinar
Aprendizagem situada
Comunidades de prática.
title_short Professional Teacher Learning of the prospective mathematics teacher into the interdisciplinary practices of the Education Institute/Unicamp
title_full Professional Teacher Learning of the prospective mathematics teacher into the interdisciplinary practices of the Education Institute/Unicamp
title_fullStr Professional Teacher Learning of the prospective mathematics teacher into the interdisciplinary practices of the Education Institute/Unicamp
title_full_unstemmed Professional Teacher Learning of the prospective mathematics teacher into the interdisciplinary practices of the Education Institute/Unicamp
title_sort Professional Teacher Learning of the prospective mathematics teacher into the interdisciplinary practices of the Education Institute/Unicamp
author Acevedo Rincon, Jenny Patricia
author_facet Acevedo Rincon, Jenny Patricia
author_role author
dc.contributor.author.fl_str_mv Acevedo Rincon, Jenny Patricia
dc.subject.por.fl_str_mv Interdisciplinary prospective teacher Course
Situated learning
Communities of Practice
Estágio Supervisionado Interdisciplinar
Aprendizagem situada
Comunidades de prática.
topic Interdisciplinary prospective teacher Course
Situated learning
Communities of Practice
Estágio Supervisionado Interdisciplinar
Aprendizagem situada
Comunidades de prática.
description The article values the teaching experiences of professional learning situated in an interdisciplinary context of teacher training, such as the prospective teacher course, offered by the Education Institute (Unicamp). The main objective of the research in development is to understand how the prospective teacher participate in teacher education practices promoting the professional learning of the interdisciplinary experiences in the Education Institute/Unicamp. As a theoretical background of the research we use the concept of situated Learning Based on the Social Theory of Learning, participation in Communities of Practice and (professional) identity. The research is qualitative, having as empirical materials the researcher records, prospective teacher records, intervention plans, final report of the Course by the Communities of practices, surveys and interviews (individual and group) about the 18 trainees participating in the research, that integrate the data analysis and interpretation. The narrative analyze developed with the four prospective mathematics teacher present a way to understand the prospective teacher experiences about the practices in the four landscape identified: the Course, the Interdisciplinary Groups, the School, and the virtual environment (TelEduc).
publishDate 2017
dc.date.none.fl_str_mv 2017-07-01
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dc.identifier.uri.fl_str_mv https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/98
10.25090/remat25269062v14n172017p160a172
url https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/98
identifier_str_mv 10.25090/remat25269062v14n172017p160a172
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/98/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2018 JENNY PATRICIA ACEVEDO RINCON
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 JENNY PATRICIA ACEVEDO RINCON
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
dc.source.none.fl_str_mv Revista de Educação Matemática; Vol. 14 No. 17: jul. /dez. 2017; 160 - 172
Revista de Educação Matemática; ##issue.vol## 14 ##issue.no## 17: jul. /dez. 2017; 160 - 172
Revista de Educação Matemática; Vol. 14 Núm. 17: jul. /dez. 2017; 160 - 172
Revista de Educação Matemática; v. 14 n. 17: jul. /dez. 2017; 160 - 172
2526-9062
10.25090/remat25269062v14n172017
reponame:Revista de Educação Matemática (Online)
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reponame_str Revista de Educação Matemática (Online)
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