Mathematics Teacher Training Mediated by Pedagogical Coordinator

Detalhes bibliográficos
Autor(a) principal: Fernandes, Caio Augusto Xavier
Data de Publicação: 2021
Outros Autores: Traldi Jr, Armando
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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spelling 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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