Conceptions of professional development of teachers who teach mathematics

• Grant number: 12/13827-8
• Support Opportunities: Scholarships abroad - Research Internship - Master's degree
• Start date: October 01, 2012
• End date: December 31, 2012
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Dario Fiorentini
• Grantee: Vanessa Moreira Crecci
• Supervisor: Paola Sztajn
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Institution abroad: North Carolina State University (NC State), United States
• Associated to the scholarship: 10/13537-4 - The professionality and professional development in communities of practice - the case of collaborative groups, BP.MS

Abstract

There are different conceptions and meanings assigned to the professional development of mathematics teachers. Currently, different conceptions of teacher learning coexist, including varied pictures: of knowledge; professional practice; relations between knowledge and practice; of social, intellectual and organizational contexts in which the learning of teacher takes place; and of the way in which this learning connects with educational change and with the purposes of the school (Cochran-Smith & Lytle, 1999). Taking into consideration two projects in progress, conducted by the group of mathematical educators of the University of North Carolina, about the professional development of teachers, our intention is to understand the conceptions assigned by these scholars the this social practice. The methodology of work will be to analyze materials published by the group of academics, participation in the research projects: Models of Professional Development for Mathematics Teachers and All Included in Mathematics and an interview with the Coordinator of the projects. (AU)

Scientific publications

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

DARIO FIORENTINI; VANESSA CRECCI. Interlocuções com Marilyn Cochran-Smith sobre aprendizagem e pesquisa do professor em comunidades investigativas. Rev. Bras. Educ., v. 21, n. 65, p. 505-524, 2016-06-00. (12/13827-8)