Education of lay teachers during teaching practice: a study of teaching knowledge and practice in geometry / Formação de professores leigos em serviço : um estudo sobre saberes e praticas docentes em geometria

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This research was aimed at analyzing the educational process of a group of lay teachers during a period of teaching activity, seeking to answer the following investigative question: How do teachers ? especially lay teachers during teaching activity ? perceive, narrate, and elicit the contributions and limitations to academic education acquired during a remedial emergency course of full partitioned licensorship (?Licenciatura Plena Parcelada?, or LPP) on mathematics, especially in relation to their practice and their teaching knowledge in geometry? In order to answer this question, a qualitative case study of a mathematics LPP group was carried out in the city of Jataí, Goiás, involving a deeper investigation of two of its participants, who had been through over ten years of teaching experience. The material for analysis and interpretation was composed of questionnaires answered by the group, documents related to the LPP project, semi-structured interviews with three teachers-educators of the course and two teachers-students who had their classes observed. The process of analysis and interpretation of this material was developed on three bases: (1) The exploration and valorization of experience knowledge and its relation to the knowledge from academic education in the mathematics LPP course; (2) the problems, limits and difficulty faced by teachers/students and teachers/educators during the course; and (3) what teachers-students and educators think and tell about the contributions of this course. The results showed that, on the one hand, this LPP mathematics course has made it possible for the lay teachers to have the professional qualification that they desired and that is legally required, but, on the other hand, it has presented little evidence of professional development for its participants. This conclusion is drawn from the fact that, although the LPP project in the state of Goiás had been planned to connect theory and practice, the experience knowledge and the teachers-students? pedogogical practice were not actually valued or explored; neither were they taken as the real object of reflection and questioning throughout the course. Maybe this is the main reason why its participants presented few signs of change in their teaching habits and knowledge regarding geometry teaching

ASSUNTO(S)

professional development saberes docente desenvolvimento profissional teaching knowledge mathematics teachers licensorship geometry teaching programs of formation for lay teachers licenciatura capacitação de professores leigos professores de matematica geometria - estudo e ensino

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