Mathematics Teacher Training Mediated by Pedagogical Coordinator
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revemop |
Texto Completo: | https://periodicos.ufop.br/revemop/article/view/4723 |
Resumo: | In this article, the study that aims to understand possibilities and challenges when investigating in-service training for a mathematics teacher mediated by the pedagogical coordinator will be presented. A qualitative action-interpretive research was carried out, as the study was developed at the school where the researcher exercises the role of pedagogical coordinator. The analyzed data were obtained from observations of classes and from the Feedback made between the mathematics teacher and the pedagogical coordinator. The results found reveal challenges regarding the time to be devoted by the pedagogical coordinator in the preparation and preparation of the formative agenda and the lack of specific training for the coordinating teacher to develop teacher training. Regarding the possibilities, the possibility of problematizing real classroom practice during formative Feedback is highlighted. |
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Mathematics Teacher Training Mediated by Pedagogical CoordinatorFormación Docente de Matemáticas Mediada por Coordinadora PedagógicaFormação do Professor de Matemática Mediada pelo Coordenador Pedagógico Mathematics teacher trainingClassroom observationFormative FeedbackFormación de profesores de matemáticasObservación en el aulaRetroalimentación formativaFormação do professor de matemáticaObservação sala de aulaFeedback formativoIn this article, the study that aims to understand possibilities and challenges when investigating in-service training for a mathematics teacher mediated by the pedagogical coordinator will be presented. A qualitative action-interpretive research was carried out, as the study was developed at the school where the researcher exercises the role of pedagogical coordinator. The analyzed data were obtained from observations of classes and from the Feedback made between the mathematics teacher and the pedagogical coordinator. The results found reveal challenges regarding the time to be devoted by the pedagogical coordinator in the preparation and preparation of the formative agenda and the lack of specific training for the coordinating teacher to develop teacher training. Regarding the possibilities, the possibility of problematizing real classroom practice during formative Feedback is highlighted.En este artículo se presentará el estudio que tiene como objetivo comprender las posibilidades y desafíos a la hora de investigar la formación en servicio de un docente de matemáticas mediado por el coordinador pedagógico. Se realizó una investigación cualitativa acción-interpretativa, ya que el estudio se desarrolló en la escuela donde el investigador ejerce el rol de coordinador pedagógico. Los datos analizados se obtuvieron de observaciones de clases y de la retroalimentación realizada entre el profesor de matemáticas y el coordinador pedagógico. Los resultados encontrados revelan desafíos en cuanto al tiempo que debe dedicar el coordinador pedagógico en la elaboración y elaboración de la agenda formativa y la falta de formación específica del maestro coordinador para desarrollar la formación docente. En cuanto a las posibilidades, se destaca la posibilidad de problematizar la práctica real del aula durante la retroalimentación formativa.Neste artigo, será apresentado o estudo que teve como objetivo compreender possibilidades e desafios ao investigar uma formação em serviço de um professor de matemática, mediada pelo coordenador pedagógico. Foi realizada uma pesquisa qualitativa do tipo ação-interpretativa, pois o estudo foi desenvolvido na escola onde o pesquisador exerce a função de coordenador pedagógico. Os dados analisados foram obtidos a partir de observações de aulas e do Feedback realizado entre o professor de matemática e o coordenador pedagógico. Os resultados encontrados revelam desafios referentes ao tempo a ser dedicado pelo coordenador pedagógico na elaboração e preparação da pauta formativa e a falta de uma formação específica do Professor Coordenador (PC) para desenvolver formação de professores. Em relação às possibilidades, destaca-se a possibilidade de problematizar a prática real em sala de aula durante o Feedback formativo.Editora da UFOP2021-02-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufop.br/revemop/article/view/472310.33532/revemop.e202103Revemop; v. 3 (2021): Rolling Pass; e2021032596-0245reponame:Revemopinstname:Universidade Federal de Ouro Preto (UFOP)instacron:UFOPporhttps://periodicos.ufop.br/revemop/article/view/4723/3660https://periodicos.ufop.br/revemop/article/view/4723/3712Fernandes, Caio Augusto Xavier Traldi Jr, Armandoinfo:eu-repo/semantics/openAccess2021-05-15T09:51:37Zoai:pp.www.periodicos.ufop.br:article/4723Revistahttps://periodicos.ufop.br/revemop/indexPUBhttps://periodicos.ufop.br/revemop/oairevemop@ufop.edu.br||2596-02452596-0245opendoar:2021-05-15T09:51:37Revemop - Universidade Federal de Ouro Preto (UFOP)false |
dc.title.none.fl_str_mv |
Mathematics Teacher Training Mediated by Pedagogical Coordinator Formación Docente de Matemáticas Mediada por Coordinadora Pedagógica Formação do Professor de Matemática Mediada pelo Coordenador Pedagógico |
title |
Mathematics Teacher Training Mediated by Pedagogical Coordinator |
spellingShingle |
Mathematics Teacher Training Mediated by Pedagogical Coordinator Fernandes, Caio Augusto Xavier Mathematics teacher training Classroom observation Formative Feedback Formación de profesores de matemáticas Observación en el aula Retroalimentación formativa Formação do professor de matemática Observação sala de aula Feedback formativo |
title_short |
Mathematics Teacher Training Mediated by Pedagogical Coordinator |
title_full |
Mathematics Teacher Training Mediated by Pedagogical Coordinator |
title_fullStr |
Mathematics Teacher Training Mediated by Pedagogical Coordinator |
title_full_unstemmed |
Mathematics Teacher Training Mediated by Pedagogical Coordinator |
title_sort |
Mathematics Teacher Training Mediated by Pedagogical Coordinator |
author |
Fernandes, Caio Augusto Xavier |
author_facet |
Fernandes, Caio Augusto Xavier Traldi Jr, Armando |
author_role |
author |
author2 |
Traldi Jr, Armando |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Fernandes, Caio Augusto Xavier Traldi Jr, Armando |
dc.subject.por.fl_str_mv |
Mathematics teacher training Classroom observation Formative Feedback Formación de profesores de matemáticas Observación en el aula Retroalimentación formativa Formação do professor de matemática Observação sala de aula Feedback formativo |
topic |
Mathematics teacher training Classroom observation Formative Feedback Formación de profesores de matemáticas Observación en el aula Retroalimentación formativa Formação do professor de matemática Observação sala de aula Feedback formativo |
description |
In this article, the study that aims to understand possibilities and challenges when investigating in-service training for a mathematics teacher mediated by the pedagogical coordinator will be presented. A qualitative action-interpretive research was carried out, as the study was developed at the school where the researcher exercises the role of pedagogical coordinator. The analyzed data were obtained from observations of classes and from the Feedback made between the mathematics teacher and the pedagogical coordinator. The results found reveal challenges regarding the time to be devoted by the pedagogical coordinator in the preparation and preparation of the formative agenda and the lack of specific training for the coordinating teacher to develop teacher training. Regarding the possibilities, the possibility of problematizing real classroom practice during formative Feedback is highlighted. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-02-19 |
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://periodicos.ufop.br/revemop/article/view/4723 10.33532/revemop.e202103 |
url |
https://periodicos.ufop.br/revemop/article/view/4723 |
identifier_str_mv |
10.33532/revemop.e202103 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufop.br/revemop/article/view/4723/3660 https://periodicos.ufop.br/revemop/article/view/4723/3712 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da UFOP |
publisher.none.fl_str_mv |
Editora da UFOP |
dc.source.none.fl_str_mv |
Revemop; v. 3 (2021): Rolling Pass; e202103 2596-0245 reponame:Revemop instname:Universidade Federal de Ouro Preto (UFOP) instacron:UFOP |
instname_str |
Universidade Federal de Ouro Preto (UFOP) |
instacron_str |
UFOP |
institution |
UFOP |
reponame_str |
Revemop |
collection |
Revemop |
repository.name.fl_str_mv |
Revemop - Universidade Federal de Ouro Preto (UFOP) |
repository.mail.fl_str_mv |
revemop@ufop.edu.br|| |
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1797068970962976768 |