Teacher professional development in teaching Statistics in Early Childhood Education

Detalhes bibliográficos
Autor(a) principal: Almeida, Silvana Carvalho de
Data de Publicação: 2023
Outros Autores: Oliveira, Tamiles da Silva, Santana, Eurivalda Ribeiro dos Santos, Nunes, Célia Barros
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/71905
Resumo: This article analyzes the professional learning of two early childhood education teachers during their training to teach Statistics. The training occurred remotely due to the COVID-19 pandemic and was provided by the Early Childhood Education Coordination of the municipality of Itabuna, Bahia, Brazil, representing the University-School Leadership (USL), in partnership with Rede Educação Matemática Nordeste (Northeast Mathematics Education Network). Teaching sequences were prepared based on the investigative methodology PPDAC (Problem, Plan, Data, Analysis and Conclusion). Two teachers were interviewed and the transcripts of these interviews were analyzed using the Discourse Textual Analysis methodology. Results showed the following three dimensions of professional teaching development: specific knowledge, professional learning and changes in practice. Moreover, professional learning refers to reviewing practices for teaching statistical concepts, reflecting on the professional practice, collectively built collaboration, teacher engagement and commitment and USL efforts to develop professional learning training strategies.
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spelling Teacher professional development in teaching Statistics in Early Childhood EducationDesarrollo profesional docente en la enseñanza de la Estadística en Educación InfantilO Desenvolvimento profissional docente no ensino da Estatística na Educação InfantilDesenvolvimento profissionalAprendizagem profissionalEducação InfantilConceitos estatísticosProfessional developmentProfessional learningEarly childhood educationStatistical conceptsDesarrollo profesionalAprendizaje profesionalFormación contínuaConceptos estadísticosThis article analyzes the professional learning of two early childhood education teachers during their training to teach Statistics. The training occurred remotely due to the COVID-19 pandemic and was provided by the Early Childhood Education Coordination of the municipality of Itabuna, Bahia, Brazil, representing the University-School Leadership (USL), in partnership with Rede Educação Matemática Nordeste (Northeast Mathematics Education Network). Teaching sequences were prepared based on the investigative methodology PPDAC (Problem, Plan, Data, Analysis and Conclusion). Two teachers were interviewed and the transcripts of these interviews were analyzed using the Discourse Textual Analysis methodology. Results showed the following three dimensions of professional teaching development: specific knowledge, professional learning and changes in practice. Moreover, professional learning refers to reviewing practices for teaching statistical concepts, reflecting on the professional practice, collectively built collaboration, teacher engagement and commitment and USL efforts to develop professional learning training strategies.El artículo tiene como objetivo analizar el aprendizaje profesional de docentes de Primera Infancia que participaron de un proceso de formación centrado en la enseñanza de la estadística. El proceso de formación se realizó a distancia, debido a la pandemia de la COVID-19, y fue realizado por la Coordinación de Enseñanza de Educación Infantil del Municipio del Sur de Bahía, en representación de la Escuela Universitaria de Liderazgo (LUE), en alianza con la Red de Educación Matemática del Nordeste. Las secuencias didácticas fueron elaboradas con base en la metodología investigativa PPDAC (Problema, Planificación, Datos, Análisis y Conclusión). Se entrevistó a dos docentes, las transcripciones se analizaron con Análisis Textual Discursivo. Los resultados indican tres dimensiones del Desarrollo Profesional Docente: conocimientos específicos, aprendizaje profesional y cambios en la práctica. El aprendizaje profesional se refiere a: revisar prácticas para enseñar conceptos estadísticos; reflexión sobre la práctica profesional; proceso colaborativo construido en la comunidad; participación y compromiso de los docentes; articulación de la LUE para el desarrollo de estrategias de formación para el aprendizaje profesional.O artigo objetiva analisar as aprendizagens profissionais de duas professoras da Educação Infantil que participaram de um processo formativo com foco no ensino de Estatística. O Processo formativo aconteceu remotamente, devido à pandemia da COVID-19 e foi realizado pela Coordenação de Ensino da Educação Infantil do Município de Itabuna, representando a Liderança Universidade Escola (LUE), em parceria com a Rede Educação Matemática Nordeste. Foram elaboradas sequências de ensino baseadas na metodologia investigativa PPDAC (Problema, Planejamento, Dados, Análise e Conclusão). Duas professoras foram entrevistadas, as transcrições foram analisadas com Análise Textual Discursiva. Os resultados, apontam três dimensões do Desenvolvimento Profissional Docente: conhecimentos específicos, aprendizagens profissionais e mudanças na prática. As aprendizagens profissionais se referem a: rever práticas para o ensino de conceitos estatísticos; reflexão sobre a prática profissional; processo colaborativo construído na coletividade; engajamento e compromisso do professor; articulação da LUE para o desenvolvimento de estratégias formativas de aprendizagens profissionais.Universidade Federal de Uberlândia2023-12-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/7190510.14393/ER-v30a2023-36Ensino em Re-Vista; Vol. 30 (2023): Continuous Publishing; e036Ensino em Re-Vista; Vol. 30 (2023): Publicación continua; e036Ensino em Re-Vista; v. 30 (2023): Publicação Contínua; e0361983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporenghttps://seer.ufu.br/index.php/emrevista/article/view/71905/37391https://seer.ufu.br/index.php/emrevista/article/view/71905/37392Copyright (c) 2023 Silvana Carvalho de Almeida, Tamiles da Silva Oliveira, Eurivalda Ribeiro dos Santos Santana, Célia Barros Nuneshttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessAlmeida, Silvana Carvalho deOliveira, Tamiles da SilvaSantana, Eurivalda Ribeiro dos SantosNunes, Célia Barros2024-03-04T14:19:40Zoai:ojs.www.seer.ufu.br:article/71905Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2024-03-04T14:19:40Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Teacher professional development in teaching Statistics in Early Childhood Education
Desarrollo profesional docente en la enseñanza de la Estadística en Educación Infantil
O Desenvolvimento profissional docente no ensino da Estatística na Educação Infantil
title Teacher professional development in teaching Statistics in Early Childhood Education
spellingShingle Teacher professional development in teaching Statistics in Early Childhood Education
Almeida, Silvana Carvalho de
Desenvolvimento profissional
Aprendizagem profissional
Educação Infantil
Conceitos estatísticos
Professional development
Professional learning
Early childhood education
Statistical concepts
Desarrollo profesional
Aprendizaje profesional
Formación contínua
Conceptos estadísticos
title_short Teacher professional development in teaching Statistics in Early Childhood Education
title_full Teacher professional development in teaching Statistics in Early Childhood Education
title_fullStr Teacher professional development in teaching Statistics in Early Childhood Education
title_full_unstemmed Teacher professional development in teaching Statistics in Early Childhood Education
title_sort Teacher professional development in teaching Statistics in Early Childhood Education
author Almeida, Silvana Carvalho de
author_facet Almeida, Silvana Carvalho de
Oliveira, Tamiles da Silva
Santana, Eurivalda Ribeiro dos Santos
Nunes, Célia Barros
author_role author
author2 Oliveira, Tamiles da Silva
Santana, Eurivalda Ribeiro dos Santos
Nunes, Célia Barros
author2_role author
author
author
dc.contributor.author.fl_str_mv Almeida, Silvana Carvalho de
Oliveira, Tamiles da Silva
Santana, Eurivalda Ribeiro dos Santos
Nunes, Célia Barros
dc.subject.por.fl_str_mv Desenvolvimento profissional
Aprendizagem profissional
Educação Infantil
Conceitos estatísticos
Professional development
Professional learning
Early childhood education
Statistical concepts
Desarrollo profesional
Aprendizaje profesional
Formación contínua
Conceptos estadísticos
topic Desenvolvimento profissional
Aprendizagem profissional
Educação Infantil
Conceitos estatísticos
Professional development
Professional learning
Early childhood education
Statistical concepts
Desarrollo profesional
Aprendizaje profesional
Formación contínua
Conceptos estadísticos
description This article analyzes the professional learning of two early childhood education teachers during their training to teach Statistics. The training occurred remotely due to the COVID-19 pandemic and was provided by the Early Childhood Education Coordination of the municipality of Itabuna, Bahia, Brazil, representing the University-School Leadership (USL), in partnership with Rede Educação Matemática Nordeste (Northeast Mathematics Education Network). Teaching sequences were prepared based on the investigative methodology PPDAC (Problem, Plan, Data, Analysis and Conclusion). Two teachers were interviewed and the transcripts of these interviews were analyzed using the Discourse Textual Analysis methodology. Results showed the following three dimensions of professional teaching development: specific knowledge, professional learning and changes in practice. Moreover, professional learning refers to reviewing practices for teaching statistical concepts, reflecting on the professional practice, collectively built collaboration, teacher engagement and commitment and USL efforts to develop professional learning training strategies.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-23
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/71905
10.14393/ER-v30a2023-36
url https://seer.ufu.br/index.php/emrevista/article/view/71905
identifier_str_mv 10.14393/ER-v30a2023-36
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/71905/37391
https://seer.ufu.br/index.php/emrevista/article/view/71905/37392
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. 30 (2023): Continuous Publishing; e036
Ensino em Re-Vista; Vol. 30 (2023): Publicación continua; e036
Ensino em Re-Vista; v. 30 (2023): Publicação Contínua; e036
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
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