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

• 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
• topic: Interdisciplinary prospective teacher Course; Situated learning; Communities of Practice; Estágio Supervisionado Interdisciplinar; Aprendizagem situada; Comunidades 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).