Supervised Curricular Internship in Mathematics in online Lesson Study Process: adaptations, challenges and innovation
In Brazil, the development of the subject of Supervised Curricular Internship in Mathematics (SCIM) in the Lesson Study (LS) process is recent and has proved to be a privileged moment of professional learning by integrating advisor professors, supervisors and pre-service teachers in reflective and c...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Revista Baiana de Educação Matemática |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.uneb.br:article/13139 |
| Acceso en línea: | https://www.revistas.uneb.br/baeducmatematica/article/view/13139 |
| Access Level: | acceso abierto |
| Palabra clave: | Lesson Study on-line. Ensino de Matemática. Ensino Médio. Online Lesson Study. Teaching of Mathematics. High School. Estudio de Lecciones en línea. Enseñanza de Matemáticas. Escuela Secundaria. |
| Sumario: | In Brazil, the development of the subject of Supervised Curricular Internship in Mathematics (SCIM) in the Lesson Study (LS) process is recent and has proved to be a privileged moment of professional learning by integrating advisor professors, supervisors and pre-service teachers in reflective and collaborative actions on the teaching of mathematics in the final years of elementary and high school. Giving these possibilities, we have developed the subject of SCIM in LS process, in classroom, hybrid and remote teaching situations, in the context of Licentiate Degree in Mathematics, at the University of Brasilia. In this text, we discuss aspects of a second cycle of LS carried out in the second semester of 2020 in order to understand the adaptations, challenges and innovations necessary to establish the SCIM in an online LS process in an Emergency Remote Teaching (ERT) situation, from the elements built in a face-to-face LS. The constructed data show the technological resources inserted throughout the stages and how they enabled the interaction between the participants. Likewise, they show the necessary adaptations to increase the participation of students in the ERT and the teaching experiences of the interns. Thus, we understand the online LS as a possibility for current and future training contexts as a way of minimizing geographic distances, integrate advisor professors and supervisors from different schools and universities, expanding the collaboration and the establishment of LS as a process of professional development. |
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