Biblioteca Digital de VanguardiaShared teaching in pre-service education of mathematics teachers: identity and alterity
The context of this paper is thimplementation of a proposal of shared teaching with a School teacher and a University lecturer, in a module of the undergraduate program for mathematics teachers’ pre-service education at the Federal University of Rio de Janeiro (UFRJ). The experience is part of the S...
| Autores principales: | , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Universidade Estadual de Campinas
2021
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| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661830 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/67941 |
| Sumario: | The context of this paper is thimplementation of a proposal of shared teaching with a School teacher and a University lecturer, in a module of the undergraduate program for mathematics teachers’ pre-service education at the Federal University of Rio de Janeiro (UFRJ). The experience is part of the Shared Teaching Practices research project (PDC), of the Laboratory of Mathematical Practices of Teaching (LaPraME), a research group linked to the Graduate Program in Mathematics Education at UFRJ (PEMAT-UFRJ). We focus on aspects of teachers’ professional identity that emerge from the interactions between the actors involved in the shared teaching experience, seen from the perspective of the dynamic relationships between identity and alterity. The methodology involved the production of qualitative data through written records in the form of personal logs, with the reflections on the lessons by each of the teachers, analyzed trough the theoretical lenses of symbolic interactionism. Our results indicate the practice of empathy and the sense of belonging as aspects emerging from shared teaching. |
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