Estudos de aula na formação de professores de matemática do ensino médio
This paper presents a lesson study carried with a group of teachers of secondary-education mathematics, from state public schools of Rio Grande do Sul. It aims to identify challenges and adaptations of this formative process and its potential to promote teacher-professional development. The qualitat...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Recursos: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | Repositório Institucional da UNESP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.unesp.br:11449/212190 |
| Acesso em linha: | http://dx.doi.org/10.24109/2176-6681.rbep.100i254.3961 http://hdl.handle.net/11449/212190 |
| Access Level: | acceso abierto |
| Palavra-chave: | lesson study teacher training mathematics teaching estudo de aula formação de professores ensino de matemática |
| Resumo: | This paper presents a lesson study carried with a group of teachers of secondary-education mathematics, from state public schools of Rio Grande do Sul. It aims to identify challenges and adaptations of this formative process and its potential to promote teacher-professional development. The qualitative and interpretative analysis was based on field notes taken during the lesson study. Participants felt that the lesson study is a widely different formative process from those to which they were used. With regards to challenges, the results show that conducting this lesson study has led participants to modify their professional practice, on aspects such as class planning, collective work and negotiation of decisions and activities. Some adjustments to the dynamics of the lesson study development were necessary, especially in the planning and carrying out of the research class, by the implementing of shared teaching, which has led to a high-level of collaboration between teacher educators and teachers. The experience indicates the possibility to encourage the professional development of teachers because they are being offered a professional education and being encouraged to experiment with a different professional practice, particularly during the research lesson. |
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