A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship

Detalhes bibliográficos
Autor(a) principal: Barbosa, Cirléia Pereira
Data de Publicação: 2020
Outros Autores: Lopes, Celi Espasandin
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/2815
Resumo: This paper aims to analyze the evidence that constitutes the professional identity of future mathematics teachers when participating in a study group within the scope of the Supervised Curricular Internship. The qualitative research was carried out in 2019 at a public school in Formiga (MG), and included the participation of two students from a Mathematics Degree course and their Internship supervisors. The data discussed in this text were produced through written narratives of the interns, audio and video recordings of the meetings, evaluation and self-evaluation made by the undergraduate students. The formative experiences, experienced by the graduates in the internships and in the study group, contributed to the manifestation of aspects of the teacher identity, such as: emotion, self-knowledge, autonomy and political commitment. The results show the importance of formative contexts for the development of professional identity. Keywords: Mathematics Education. Mathematics Teachers Education. Supervised Curricular Internship. Professional identity.
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spelling A study on the professional identity of future Mathematics teachers in Supervised Curricular InternshipUn estudio sobre la identidad profesional de los futuros maestros de Matemáticas en la Práctica Curricular SupervisadaUm estudo sobre a identidade profissional de futuros professores de Matemática no Estágio Curricular SupervisionadoThis paper aims to analyze the evidence that constitutes the professional identity of future mathematics teachers when participating in a study group within the scope of the Supervised Curricular Internship. The qualitative research was carried out in 2019 at a public school in Formiga (MG), and included the participation of two students from a Mathematics Degree course and their Internship supervisors. The data discussed in this text were produced through written narratives of the interns, audio and video recordings of the meetings, evaluation and self-evaluation made by the undergraduate students. The formative experiences, experienced by the graduates in the internships and in the study group, contributed to the manifestation of aspects of the teacher identity, such as: emotion, self-knowledge, autonomy and political commitment. The results show the importance of formative contexts for the development of professional identity. Keywords: Mathematics Education. Mathematics Teachers Education. Supervised Curricular Internship. Professional identity.Este artículo tiene como objetivo analizar la evidencia constitutiva de la identidad profesional de los futuros maestros de Matemáticas al participar en un grupo de estudio dentro del alcance de la Práctica Curricular Supervisada. La investigación cualitativa se llevó a cabo en 2019 en una escuela pública en Formiga (MG), con la participación de dos estudiantes de un curso de Licenciatura en Matemáticas y sus supervisores de pasantías. Los datos discutidos en este texto fueron producidos a través de narraciones escritas de los pasantes, grabaciones de audio y video de las reuniones, evaluación y autoevaluación realizadas por los estudiantes de pregrado. Las experiencias formativas, experimentadas por los graduados en las pasantías y en el grupo de estudio, contribuyeron a la manifestación de aspectos de la identidad docente, tales como: emoción, autoconocimiento, autonomía y compromiso político. También destacaron la importancia de los contextos formativos para el desarrollo de la identidad profesional. Palabras clave: Educación Matemática. Formación inicial de profesores de Matemáticas. Prácticas supervisadas. Identidad professional.Este artigo tem como objetivo analisar os indícios constitutivos da identidade profissional de futuros professores de Matemática ao participarem de um grupo de estudos no âmbito do Estágio Curricular Supervisionado. A pesquisa, de cunho qualitativo, foi realizada em 2019 numa escola pública de Formiga (MG) e contou com a participação de dois alunos de um curso de Licenciatura em Matemática e seus supervisores de Estágio. Os dados discutidos neste texto foram produzidos por meio de narrativas escritas dos estagiários, gravações em áudio e vídeo dos encontros, avaliação e autoavaliação feita pelos licenciandos. As experiências formativas, vivenciadas pelos licenciandos nos estágios e no grupo de estudos, contribuíram para a manifestação de aspectos da identidade docente, como: emoção, autoconhecimento, autonomia e compromisso político. Também evidenciaram a importância de contextos formativos para o desenvolvimento da identidade profissional. Palavras-chave: Educação Matemática. Formação inicial de professores de Matemática. Estágio Curricular Supervisionado. Identidade profissional.Editora Unimontes2020-07-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/281510.46551/emd.e202035Educação Matemática Debate; v. 4 n. 10 (2020): jan./dez.; 1-252526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/2815/4387https://www.periodicos.unimontes.br/index.php/emd/article/view/2815/3063https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessBarbosa, Cirléia PereiraLopes, Celi Espasandin2023-10-08T16:43:08Zoai:ojs2.periodicos.unimontes.br:article/2815Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2023-10-08T16:43:08Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship
Un estudio sobre la identidad profesional de los futuros maestros de Matemáticas en la Práctica Curricular Supervisada
Um estudo sobre a identidade profissional de futuros professores de Matemática no Estágio Curricular Supervisionado
title A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship
spellingShingle A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship
Barbosa, Cirléia Pereira
title_short A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship
title_full A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship
title_fullStr A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship
title_full_unstemmed A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship
title_sort A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship
author Barbosa, Cirléia Pereira
author_facet Barbosa, Cirléia Pereira
Lopes, Celi Espasandin
author_role author
author2 Lopes, Celi Espasandin
author2_role author
dc.contributor.author.fl_str_mv Barbosa, Cirléia Pereira
Lopes, Celi Espasandin
description This paper aims to analyze the evidence that constitutes the professional identity of future mathematics teachers when participating in a study group within the scope of the Supervised Curricular Internship. The qualitative research was carried out in 2019 at a public school in Formiga (MG), and included the participation of two students from a Mathematics Degree course and their Internship supervisors. The data discussed in this text were produced through written narratives of the interns, audio and video recordings of the meetings, evaluation and self-evaluation made by the undergraduate students. The formative experiences, experienced by the graduates in the internships and in the study group, contributed to the manifestation of aspects of the teacher identity, such as: emotion, self-knowledge, autonomy and political commitment. The results show the importance of formative contexts for the development of professional identity. Keywords: Mathematics Education. Mathematics Teachers Education. Supervised Curricular Internship. Professional identity.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-28
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://www.periodicos.unimontes.br/index.php/emd/article/view/2815
10.46551/emd.e202035
url https://www.periodicos.unimontes.br/index.php/emd/article/view/2815
identifier_str_mv 10.46551/emd.e202035
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/2815/4387
https://www.periodicos.unimontes.br/index.php/emd/article/view/2815/3063
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 4 n. 10 (2020): jan./dez.; 1-25
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
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instname_str Universidade Estadual de Montes Claros (UNIMONTES)
instacron_str UNIMONTES
institution UNIMONTES
reponame_str Educação Matemática Debate
collection Educação Matemática Debate
repository.name.fl_str_mv Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)
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