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...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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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 |
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| author | Melo, Lucas Medeiros e Giraldo, Victor Rosistolato, Rodrigo |
| author_facet | Melo, Lucas Medeiros e Giraldo, Victor Rosistolato, Rodrigo |
| author_sort | Melo, Lucas Medeiros e |
| collection | Repositorio |
| description | 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. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO67941 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2021 |
| publisher | Universidade Estadual de Campinas |
| record_format | greenstone |
| spelling | clacso-CLACSO679412022-03-21T14:41:19Z Shared teaching in pre-service education of mathematics teachers: identity and alterity Identidad y Alteridad en una Experiencia de Docencia Compartida en la Formación Inicial de Maestros de Matemáticas: identidade e alteridade Docência compartilhada na formação inicial de professores de matemática: identidade e alteridade Melo, Lucas Medeiros e Giraldo, Victor Rosistolato, Rodrigo Teachers’ professional identity Alterity Shared teaching Pre-service mathematics Teachers education Identidade profissional docente Alteridade Docência compartilhada Licenciatura em matemática 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. Este artigo tem como contexto a implementação de uma proposta de docência compartilhada por um professor da Educação Básica e um do Ensino Superior, em uma disciplina do curso de Licenciatura em Matemática da Universidade Federal do Rio de Janeiro (UFRJ). A experiência é parte do projeto Práticas Docentes Compartilhadas (PDC), do Laboratório de Práticas Matemáticas do Ensino (LaPraME), grupo de pesquisa vinculado ao Programa de Pós-Graduação em Ensino de Matemática da UFRJ (PEMAT-UFRJ). Enfocamos aspectos da identidade profissional docente que emergem das interações entre os atores envolvidos na experiência de docência compartilhada, observados a partir das relações dinâmicas entre identidade e alteridade. A metodologia utilizada envolveu a produção de dados qualitativos por intermédio de registros escritos em forma diários individuais, com as reflexões de cada um dos professores sobre as aulas, analisados sob a lente teórica do interacionismo simbólico. Nossos resultados indicam a prática da empatia e o sentimento de pertencimento como aspectos emergentes da docência compartilhada. 2021-05-29 2022-03-21T14:41:18Z 2022-03-21T14:41:18Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto Text https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661830 10.20396/zet.v29i00.8661830 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/67941 por https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661830/26809 https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661830/26810 Copyright (c) 2021 Zetetike https://creativecommons.org/licenses/by-nc-nd/4.0 application/pdf application/pdf Brazil; Century XXI Texto Brasil; Século XXI Universidade Estadual de Campinas Zetetike; Vol. 29 (2021): Publicação Contínua; e021012 Zetetike; Vol. 29 (2021): Publicação Contínua; e021012 Zetetike; v. 29 (2021): Publicação Contínua; e021012 2176-1744 |
| spellingShingle | Teachers’ professional identity Alterity Shared teaching Pre-service mathematics Teachers education Identidade profissional docente Alteridade Docência compartilhada Licenciatura em matemática Melo, Lucas Medeiros e Giraldo, Victor Rosistolato, Rodrigo Shared teaching in pre-service education of mathematics teachers: identity and alterity |
| title | Shared teaching in pre-service education of mathematics teachers: identity and alterity |
| title_full | Shared teaching in pre-service education of mathematics teachers: identity and alterity |
| title_fullStr | Shared teaching in pre-service education of mathematics teachers: identity and alterity |
| title_full_unstemmed | Shared teaching in pre-service education of mathematics teachers: identity and alterity |
| title_short | Shared teaching in pre-service education of mathematics teachers: identity and alterity |
| title_sort | shared teaching in pre-service education of mathematics teachers: identity and alterity |
| topic | Teachers’ professional identity Alterity Shared teaching Pre-service mathematics Teachers education Identidade profissional docente Alteridade Docência compartilhada Licenciatura em matemática |
| url | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661830 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/67941 |