Analysis of research that investigated contexts of teacher education in Communities of Practice

• Autor(a) principal: Rodrigues, Paulo Henrique
• Data de Publicação: 2017
• Outros Autores: Cyrino, Márcia Cristina de Costa Trindade
• 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/24
• topic: Mathematics Education; Mathematics Teacher Education; Professional Development; Communities of Practice; Educação Matemática; Formação de Professores que Ensinam Matemática; Desenvolvimento Profissional; Comunidades de Prática

The objective of this article is to present characteristics of teacher education contexts, based on Communities of Practice, which promoted the professional development of teachers who teaches mathematics, investigated in recent years by members of GEPEFOPEM - Study and Research Group on Mathematics Teacher Education. In order to do so, a critical reading of the final considerations of dissertations and theses related to this group was carried out, in the search to identify the learning of teachers in education, the constitution / mobilization of knowledge and the development of professional identity as aspects of professional development. It was possible to observe that the opportunity of those involved in these contexts to work collectively, to prepare / organize possible works to be developed in the classroom, to share experiences, to study and discuss mathematical concepts, to work individually or in small groups solving tasks, in order to discuss the resolutions collectively, actively participate in their education processes, expose their mistakes without constraints represent recurrent characteristics in the investigations and were considered as potential for the professional development of teachers.