Continuing professional development of a Mathematics teacher

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https://doi.org/10.26843/10.26843/rencima.v11i7.2790

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This paper discusses the Continuing Professional Development (CPD) of a mathematics teacher involved in a FAPESP research project that studies the potential of implementing teaching through interdisciplinary projects that have statistical education as an integrating axis. It seeks to answer these questions: what teacher learning was evidenced by the teacher in her narratives, and which perspective of Continuing Professional Development generated such learning? To answer those two questions, a narrative investigation is taken not only as a methodology but also as a way to construct reality since it is anchored as an ontology. The narrative favors evidence about the experience perceived and seen as an account, capturing the details and richness of human affairs’ meanings, based on evidence from the world and life. Experience is reconstructed by reflecting on what was lived and giving sense to what happened. Holistic analysis of the form will help find the best expression for the plots expressed in the accounts. The results reveal the practice of a teacher-researcher who autonomously exercises her teaching to include actions of creativity, self-criticism, collaboration, self-ethics, and reflexivity brought about by continuing professional development based on reimagination.

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Publicado

20.11.2020

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LOPES, Celi Espasandin; POWELL, Arthur Belford; RIBEIRO, Rogério Marques; PAZUCH, Vinícius. Continuing professional development of a Mathematics teacher. Revista de Ensino de Ciências e Matemática, São Paulo, v. 11, n. 7, p. 64–80, 2020. DOI: 10.26843/10.26843/rencima.v11i7.2790. Disponível em: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2790. Acesso em: 26 maio. 2024.

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