文章基本信息

标题：Permanências e distanciamentos da formação inicial nas primeiras práticas docentes relacionadas à matemática
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作者：Maria Auxiliadora Bueno Andrade Megid
期刊名称：ETD - Educação Temática Digital
印刷版ISSN：1676-2592
出版年度：2013
卷号：15
期号：2
页码：376-394
语种：Portuguese
出版社：Universidade Estadual de Campinas
摘要：The Elementary School teachers’ first experiences after initial education are commonly followed by insecurity and by debates regarding the pressure established in the schools. The lonely and stimulusless work of the pairs causes difficulties to the teachers who are just starting. This research analyses the contributions that cooperation can bring to the Elementary School’s first years teachers’ building process in their initial teaching experiences in a context of reflexive and investigative practices related to Mathematics. The collaborating group was made up by the researcher and two teachers: Mel, who was experiencing her first teaching practices, and Ana, who, although she was newly graduated, has been a teacher for ten years, due to a High School teaching profession course, which enabled her to teach the first years. Cochran-Smith and Lytle (1999), Marcelo (1998), and Schön (1992) studies related to teachers’ education were taken as the basis for this research. The analysis states that the lonely work interferes on the teaching practices and that the insertion in collaborative groups and the reflections on the practices, besides providing the teacher with security, enables the theorization of the practice.
关键词：Teacher education. Elementary school. Mathematics teaching.;Formación de profesores;Años iniciales;Enseñanza de Matemática.;Formação de professores;Anos iniciais;Ensino de Matemática.