Skills and features of professionalism through Maths teachers’ social representations

Detalhes bibliográficos
Autor(a) principal: Espindola, Elisângela Bastos de Melo
Data de Publicação: 2017
Outros Autores: Maia, Licia de Souza Leão
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/9077
Resumo: This study, originated from a PhD thesis and aims at analyzing Brazilian and French Maths teachers’ social representations of their professional competence. The analysis is based on a theoretical survey of the relation between the terms profession and professionalism and elements related to the skills and features of teachers’ professionalism (ABAELLA, 1992; ROLDÃO, 2005, among others). The methodology is based on the Central Nucleus Approach (ABRIC, 1976). The research comprised 252 Brazilian and French teachers of Mathematics working in public schools. Among the results, we highlight the similarities and differences between teachers’ representations of their professional competence, based on the domains of ethics, subject taught, teaching methods, personality, among others, of the teacher professionalism.   Keywords: Profissionalism. Teacher. Social Representations. Maths teachers’ professional competence.
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spelling Skills and features of professionalism through Maths teachers’ social representationsDominios y elementos de la profesionalidad docente en las representaciones sociales de profesores de MatemáticasDomínios e elementos da profissionalidade docente nas representações sociais de professores de MatemáticaThis study, originated from a PhD thesis and aims at analyzing Brazilian and French Maths teachers’ social representations of their professional competence. The analysis is based on a theoretical survey of the relation between the terms profession and professionalism and elements related to the skills and features of teachers’ professionalism (ABAELLA, 1992; ROLDÃO, 2005, among others). The methodology is based on the Central Nucleus Approach (ABRIC, 1976). The research comprised 252 Brazilian and French teachers of Mathematics working in public schools. Among the results, we highlight the similarities and differences between teachers’ representations of their professional competence, based on the domains of ethics, subject taught, teaching methods, personality, among others, of the teacher professionalism.   Keywords: Profissionalism. Teacher. Social Representations. Maths teachers’ professional competence.Este trabajo, resultado de una tesis doctoral, objetiva analizar las representaciones sociales de profesores de matemáticas brasileños y franceses acerca de su competencia profesional. El análisis se fundamenta en un levantamiento teórico sobre la relación entre los términos profesión y profesionalidad y sobre elementos y dominios de la profesionalidad docente (ABAELLA, 1992, ROLDÃO, 2005, entre otros). La metodología parte de la Teoría del Núcleo Central (ABRIC, 1976). La investigación contó con la participación de 252 profesores de matemáticas brasileños y franceses actuantes en escuelas públicas. Entre los resultados, destacamos las similitudes y diferencias entre las representaciones de los profesores sobre su competencia profesional, asentadas en los ámbitos deontológico, disciplinario, didáctico, personalidad, entre otros, de la profesionalidad docente.   Palabras clave: Profesionalidad docente. Representaciones Sociales. Competencia Profesional de Profesores de Matemáticas.Este trabalho, fruto de uma tese de doutorado, tem por objetivo analisar as representações sociais de professores de matemática brasileiros e franceses acerca de sua competência profissional. A análise está ancorada em um levantamento teórico sobre a relação entre os termos profissão e profissionalidade e sobre elementos e domínios da profissionalidade docente (ABAELLA, 1992; ROLDÃO, 2005, entre outros). A metodologia fundamenta-se na Teoria do Núcleo Central (ABRIC, 1976). A pesquisa contou com a participação de 252 professores de matemática brasileiros e franceses atuantes em escolas públicas. Dentre os resultados, destacamos as semelhanças e diferenças entre as representações dos professores sobre sua competência profissional, baseadas nos domínios deontológico, disciplinar, didático, pessoalidade, entre outros, da profissionalidade docente.   Palavras-chave: Profisssionalidade docente. Representações Sociais. Competência Profissional de Professores de Matemática.Universidade Estadual de Ponta Grossa2017-07-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/907710.5212/PraxEduc.v.12i3.011Práxis Educativa; Vol. 12 No. 3 (2017); 887-908Práxis Educativa; Vol. 12 Núm. 3 (2017); 887-908Práxis Educativa; V. 12 N. 3 (2017); 887-908Práxis Educativa; v. 12 n. 3 (2017); 887-9081809-43091809-403110.5212/PraxEduc.v.12i3reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/9077/5889https://revistas.uepg.br/index.php/praxiseducativa/article/view/9077/209209213058Copyright (c) 2017 Práxis Educativainfo:eu-repo/semantics/openAccessEspindola, Elisângela Bastos de MeloMaia, Licia de Souza Leão2020-04-14T19:21:24Zoai:uepg.br:article/9077Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-14T19:21:24Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Skills and features of professionalism through Maths teachers’ social representations
Dominios y elementos de la profesionalidad docente en las representaciones sociales de profesores de Matemáticas
Domínios e elementos da profissionalidade docente nas representações sociais de professores de Matemática
title Skills and features of professionalism through Maths teachers’ social representations
spellingShingle Skills and features of professionalism through Maths teachers’ social representations
Espindola, Elisângela Bastos de Melo
title_short Skills and features of professionalism through Maths teachers’ social representations
title_full Skills and features of professionalism through Maths teachers’ social representations
title_fullStr Skills and features of professionalism through Maths teachers’ social representations
title_full_unstemmed Skills and features of professionalism through Maths teachers’ social representations
title_sort Skills and features of professionalism through Maths teachers’ social representations
author Espindola, Elisângela Bastos de Melo
author_facet Espindola, Elisângela Bastos de Melo
Maia, Licia de Souza Leão
author_role author
author2 Maia, Licia de Souza Leão
author2_role author
dc.contributor.author.fl_str_mv Espindola, Elisângela Bastos de Melo
Maia, Licia de Souza Leão
description This study, originated from a PhD thesis and aims at analyzing Brazilian and French Maths teachers’ social representations of their professional competence. The analysis is based on a theoretical survey of the relation between the terms profession and professionalism and elements related to the skills and features of teachers’ professionalism (ABAELLA, 1992; ROLDÃO, 2005, among others). The methodology is based on the Central Nucleus Approach (ABRIC, 1976). The research comprised 252 Brazilian and French teachers of Mathematics working in public schools. Among the results, we highlight the similarities and differences between teachers’ representations of their professional competence, based on the domains of ethics, subject taught, teaching methods, personality, among others, of the teacher professionalism.   Keywords: Profissionalism. Teacher. Social Representations. Maths teachers’ professional competence.
publishDate 2017
dc.date.none.fl_str_mv 2017-07-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/9077
10.5212/PraxEduc.v.12i3.011
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/9077
identifier_str_mv 10.5212/PraxEduc.v.12i3.011
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/9077/5889
https://revistas.uepg.br/index.php/praxiseducativa/article/view/9077/209209213058
dc.rights.driver.fl_str_mv Copyright (c) 2017 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 12 No. 3 (2017); 887-908
Práxis Educativa; Vol. 12 Núm. 3 (2017); 887-908
Práxis Educativa; V. 12 N. 3 (2017); 887-908
Práxis Educativa; v. 12 n. 3 (2017); 887-908
1809-4309
1809-4031
10.5212/PraxEduc.v.12i3
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
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reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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