文章基本信息

标题：Continuing professional development of a Mathematics teacher
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作者：Celi Espasandin Lopes ; Arthur Belford Powell ; Rogério Marques Ribeiro 等
期刊名称：Revista de Ensino de Ciências e Matemática
电子版ISSN：2179-426X
出版年度：2020
卷号：11
期号：7
页码：64-80
DOI：10.26843/10.26843/rencima.v11i7.2790
出版社：Universidade Cruzeiro do Sul
摘要：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.
关键词：Continuing Professional Development of Teachers; Narratives; Interdisciplinary Projects; Mathematics Education; Statistics Education;