The potential of a collaborative group to the training of teacher trainers

• Autor(a) principal: Rodrigues, Kátia Martins
• Data de Publicação: 2017
• Outros Autores: Passos, Laurizete Ferragut
• 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/41
• topic: Collaborative Group; In-service Continuous Training of Teachers; Trainers Feelings; Grupo Colaborativo; Formação Continuada de Professores em serviço; Sentimentos dos formadores

This text aims to discuss the data from a Master's thesis which investigated the potential of a Collaborative Group to the Coordinating Teachers (CT) formation as the teacher trainers. The starting point for this research was the issue regarding the in-service continuous training of the Mathematics teachers, which is one of the CT assignments, however, it is considered the most difficult and complex area to be followed. For this purpose, a collaborative group with 14 Coordinating Teachers, who work in the Elementary Education and Secondary School from the East Zone of the city of São Paulo (SP), was created. Eight formative meetings were held from March to November of 2016, in which aspects of the CT practices on the in-service training of the Mathematics teachers were studied and discussed and from which data were collected through records written by the participants and the researcher, and, also, from a profiling questionnaire of the subjects. During the formative process experimented within the collaborative group, the Coordinating Teachers, who were or not specialists in Mathematics, presented the same difficulties regarding the work with the Mathematics teachers. Thus, it was highlighted that the CT qualification must focus on their practice as pedagogical trainers, regardless of their initial formation and/or the teacher expertise. This work only addresses the research aspects that deal with the obstacles and possibilities regarding the Coordinating Teachers trainers role and their feelings that emerged from the data with respect to the in-service continuous training of the Mathematics teachers.