Lesson study in supervised internship: revealing beliefs of future mathematics teachers
This article aims to analyze the beliefs of future mathematics teachers about teaching practice when they participate in a lesson study carried out during supervised internship. To this end, we made an excerpt from the doctoral thesis, in which the contributions of lesson study to the development of...
| Authors: | , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2024 |
| Country: | Brasil |
| Institution: | Universidade Estadual de Campinas (UNICAMP) |
| Repository: | Zetetiké (Online) |
| Language: | Portuguese English |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8676380 |
| Online Access: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8676380 |
| Access Level: | Open access |
| Keyword: | Supervised internship Lesson Study Teaching beliefs Collaborative practices Estágio curricular supervisionado Estudo de aula Crenças docentes Práticas colaborativas |
| Summary: | This article aims to analyze the beliefs of future mathematics teachers about teaching practice when they participate in a lesson study carried out during supervised internship. To this end, we made an excerpt from the doctoral thesis, in which the contributions of lesson study to the development of didactic knowledge of twenty-eight future mathematics teachers were investigated. The methodology was based on qualitative and interpretative research, and on participant observation instruments, logbook, audiovisual records, interviews and document collection. The results indicate that this teacher education process in the context of supervised internship, through collaborative and reflective principles, allows the identification of beliefs about teaching practice, becoming an opportunity for future teachers to rethink their conceptions about teaching and learning processes. built during basic education. |
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