Collaborative training of teachers who teach mathematics: an experience in the context of remote activities

Detalhes bibliográficos
Autor(a) principal: Santos, Ernani Martins dos
Data de Publicação: 2022
Outros Autores: Almeida, Luana Cerqueira de, Oliveira, Rayssa Melo de
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/64663
Resumo: Research involving collaboration or analysis of collaborative groups has been gaining more space in the field of Education. This paper aims to analyze collaborative practices developed in an online training process, with 28 teachers who teach mathematics in Basic Education and who participate in a network project. The training was developed using the Spiral RePARe methodology (Reflection-Planning-Action-Reflection). Based on a qualitative approach, data were collected from the narratives of participants in the training process, in synchronous meetings on a digital platform, through direct observations and audio and video recordings of the meetings. The results point to the constitution of a collaborative group with practices based on the construction of discussion environments, autonomy and mutual respect, which permeate debates on theory and practice in the teaching of mathematics, based on a teacher training model.
id UFU-8_03076628370ea883e66dcf73ca42fa3e
oai_identifier_str oai:ojs.www.seer.ufu.br:article/64663
network_acronym_str UFU-8
network_name_str Ensino em Revista
repository_id_str
spelling Collaborative training of teachers who teach mathematics: an experience in the context of remote activitiesLa formación colaborativa de los profesores que enseñan matemáticas: una experiencia en el contexto de las actividades a distanciaA formação colaborativa de professores que ensinam matemática: uma experiência no contexto de atividades remotasFormação de professoresDesenvolvimento profissionalCompartilhamento de experiênciasTeacher trainingProfessional developmentSharing experiencesFormación de profesoresDesarrollo profesionalCompartiendo experienciasResearch involving collaboration or analysis of collaborative groups has been gaining more space in the field of Education. This paper aims to analyze collaborative practices developed in an online training process, with 28 teachers who teach mathematics in Basic Education and who participate in a network project. The training was developed using the Spiral RePARe methodology (Reflection-Planning-Action-Reflection). Based on a qualitative approach, data were collected from the narratives of participants in the training process, in synchronous meetings on a digital platform, through direct observations and audio and video recordings of the meetings. The results point to the constitution of a collaborative group with practices based on the construction of discussion environments, autonomy and mutual respect, which permeate debates on theory and practice in the teaching of mathematics, based on a teacher training model.La investigación que implica la colaboración o el análisis de grupos colaborativos ha ido ganando más espacio en el ámbito de la Educación. Este artículo tiene como objetivo analizar las prácticas colaborativas desarrolladas en un proceso de formación online, con 28 profesores que imparten matemáticas en Educación Básica y que participan en un proyecto de red. La formación se desarrolló utilizando la metodología Spiral RePARe (Reflexión-Planificación-Acción-Reflexión). Con base en un enfoque cualitativo, se recolectaron datos de las narrativas de los participantes en el proceso de capacitación, en reuniones sincrónicas en una plataforma digital, a través de observaciones directas y grabaciones de audio y video de las reuniones. Los resultados apuntan a la constitución de un grupo colaborativo con prácticas basadas en la construcción de ambientes de discusión, autonomía y respeto mutuo, que permean debates teóricos y prácticos en la enseñanza de las matemáticas, basados en un modelo de formación docente.Pesquisas que envolvem colaboração ou análise de grupos colaborativos têm ganhado cada vez mais espaço na área da Educação. Este artigo tem por objetivo analisar práticas colaborativas desenvolvidas num processo formativo online, com 28 professores que ensinam matemática na Educação Básica e que participam de um projeto em rede. A formação foi desenvolvida a partir da metodologia da Espiral RePARe (Reflexão-Planejamento-Ação-Reflexão). Tendo como base uma abordagem qualitativa, os dados foram coletados a partir das narrativas dos participantes do processo formativo, em encontros síncronos, em uma plataforma digital, por meio de observações diretas e das gravações de áudio e vídeo dos encontros. Os resultados apontam para a constituição de um grupo colaborativo com práticas pautadas na construção de ambientes de discussão, autonomia e respeito mútuo, que permeiam debates sobre a teoria e a prática no ensino de matemática, a partir de um modelo de formação de professores.Universidade Federal de Uberlândia2022-02-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/6466310.14393/ER-v29a2022-8Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e008Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e008Ensino em Re-Vista; v. 29 (2022): Publicação Contínua; e0081983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporenghttps://seer.ufu.br/index.php/emrevista/article/view/64663/33345https://seer.ufu.br/index.php/emrevista/article/view/64663/33346Copyright (c) 2022 Ernani Martins dos Santos; Luana Cerqueira de Almeida; Rayssa Melo de Oliveirahttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSantos, Ernani Martins dos Almeida, Luana Cerqueira de Oliveira, Rayssa Melo de 2023-01-06T17:29:06Zoai:ojs.www.seer.ufu.br:article/64663Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2023-01-06T17:29:06Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Collaborative training of teachers who teach mathematics: an experience in the context of remote activities
La formación colaborativa de los profesores que enseñan matemáticas: una experiencia en el contexto de las actividades a distancia
A formação colaborativa de professores que ensinam matemática: uma experiência no contexto de atividades remotas
title Collaborative training of teachers who teach mathematics: an experience in the context of remote activities
spellingShingle Collaborative training of teachers who teach mathematics: an experience in the context of remote activities
Santos, Ernani Martins dos
Formação de professores
Desenvolvimento profissional
Compartilhamento de experiências
Teacher training
Professional development
Sharing experiences
Formación de profesores
Desarrollo profesional
Compartiendo experiencias
title_short Collaborative training of teachers who teach mathematics: an experience in the context of remote activities
title_full Collaborative training of teachers who teach mathematics: an experience in the context of remote activities
title_fullStr Collaborative training of teachers who teach mathematics: an experience in the context of remote activities
title_full_unstemmed Collaborative training of teachers who teach mathematics: an experience in the context of remote activities
title_sort Collaborative training of teachers who teach mathematics: an experience in the context of remote activities
author Santos, Ernani Martins dos
author_facet Santos, Ernani Martins dos
Almeida, Luana Cerqueira de
Oliveira, Rayssa Melo de
author_role author
author2 Almeida, Luana Cerqueira de
Oliveira, Rayssa Melo de
author2_role author
author
dc.contributor.author.fl_str_mv Santos, Ernani Martins dos
Almeida, Luana Cerqueira de
Oliveira, Rayssa Melo de
dc.subject.por.fl_str_mv Formação de professores
Desenvolvimento profissional
Compartilhamento de experiências
Teacher training
Professional development
Sharing experiences
Formación de profesores
Desarrollo profesional
Compartiendo experiencias
topic Formação de professores
Desenvolvimento profissional
Compartilhamento de experiências
Teacher training
Professional development
Sharing experiences
Formación de profesores
Desarrollo profesional
Compartiendo experiencias
description Research involving collaboration or analysis of collaborative groups has been gaining more space in the field of Education. This paper aims to analyze collaborative practices developed in an online training process, with 28 teachers who teach mathematics in Basic Education and who participate in a network project. The training was developed using the Spiral RePARe methodology (Reflection-Planning-Action-Reflection). Based on a qualitative approach, data were collected from the narratives of participants in the training process, in synchronous meetings on a digital platform, through direct observations and audio and video recordings of the meetings. The results point to the constitution of a collaborative group with practices based on the construction of discussion environments, autonomy and mutual respect, which permeate debates on theory and practice in the teaching of mathematics, based on a teacher training model.
publishDate 2022
dc.date.none.fl_str_mv 2022-02-11
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://seer.ufu.br/index.php/emrevista/article/view/64663
10.14393/ER-v29a2022-8
url https://seer.ufu.br/index.php/emrevista/article/view/64663
identifier_str_mv 10.14393/ER-v29a2022-8
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/64663/33345
https://seer.ufu.br/index.php/emrevista/article/view/64663/33346
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e008
Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e008
Ensino em Re-Vista; v. 29 (2022): Publicação Contínua; e008
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
_version_ 1799944223626100736

Registros relacionados