The Supervisory Activity In Mathematics Internship From The Perspectives of four experienced Supervisors
The Supervised Curricular Internship is considered a training phase of great importance to bring the intern closer to their future teaching practice and persists in being addressed in several studies. However, we observed that the supervisory activity lacks clarity in its attributions and has not be...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Revemat - Revista Eletrônica de Educação Matemática |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/95831 |
| Acesso em linha: | https://periodicos.ufsc.br/index.php/revemat/article/view/95831 |
| Access Level: | acceso abierto |
| Palavra-chave: | Estágio Curricular Supervisionado Atividade Supervisiva Educação Matemática Supervised Curricular Internship Supervisory Activity Mathematics Education |
| Resumo: | The Supervised Curricular Internship is considered a training phase of great importance to bring the intern closer to their future teaching practice and persists in being addressed in several studies. However, we observed that the supervisory activity lacks clarity in its attributions and has not been explored in these studies (Maciel, 2015; Benites, Sarti, and Neto, 2015). To apprehend how this activity is arranged and established, we performed semi-structured interviews (Boni, Quaresma, 2005) with four mathematics teachers from Secondary Education who were proficient in supervising teaching interns in their classrooms. We carried out a comparative analysis among the statements of the teachers and summarized what we found: a) the supervisors' understanding of their activity as an approximation of interns to teaching practice, though there is a lack of clarity of what supervisory activity consists of; b) absence of dialogue between institutions - the university and the school (training setting); c) deficiency of incentive and conditions for the practice of such activity. |
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