Título: | TEACHERS COMPETENCES IN THE EDUCATION OF MATHEMATICS TEACHERS: A COMPARATIVE ANALYSIS OF THE TEACHER RESIDENCE PROGRAMME AT COLÉGIO PEDRO II AND A UNIVERSITY PROGRAMME | ||||||||||||
Autor: |
ROSEMARY BARBEITO PAIS |
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Colaborador(es): |
RALPH INGS BANNELL - Orientador |
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Catalogação: | 13/MAI/2021 | Língua(s): | PORTUGUESE - BRAZIL |
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Tipo: | TEXT | Subtipo: | THESIS | ||||||||||
Notas: |
[pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio. [en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio. |
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Referência(s): |
[pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=52690&idi=1 [en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=52690&idi=2 |
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DOI: | https://doi.org/10.17771/PUCRio.acad.52690 | ||||||||||||
Resumo: | |||||||||||||
The performance of Brazilian students in mathematics is a question that
deeply troubles both society and the academic community and public policies
have tried to develop actions that respond to a demand for better learning. In this
context, teacher education is an important variable to consider. The objective of
this research is to present a comparative analysis of the competences developed or
improved on by participating teachers in two models of teacher education for
mathematics teaching: the postgraduate specialization course offered by the
Universidade Federal Fluminense (UFF), which represents the dominant
university model, and the teacher residence programme at Colégio Pedro II,
representative of a new public policy for continuous teacher education. The data
were collected in two stages: in the first stage, teachers responded to a closed
questionnaire that identifies socio-historical data and their initial perceptions of
their competences; in the second stage, interviews were realized with the teachers
in order to develop a greater understanding of the teachers competences in
relation to the planning and management of the teaching-learning process, ethicalcritical-
reflexive competences, and the establishment and mantenance of
relationships in the school environment. The different results and approximations
between the two models are analysed, emphasizing the importance and challenge
of establishing a satisfactory relationship between theory and practice during
teacher education; the relevance of a social context that facilitates the choice of a
profession by desire and not by the demand of precocious professionalization; the
absence of the intervention of teachers in situations of prejudice between students;
the predominance of demonstration as a method for teaching mathematical
concepts, amongst other aspects that demonstrate the urgent necessity to transcend
the model of teacher education based only on the teaching of mathematical
content and to promote active methods in order for the students to learn, considering the importance of developing teacher competences that integrate
personal and social relations in mathematics classes.
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