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The constitution of teacher professionality in inquiry communities

Grant number: 13/12927-1
Support type:Scholarships in Brazil - Doctorate (Direct)
Effective date (Start): December 01, 2013
Effective date (End): February 29, 2016
Field of knowledge:Humanities - Education - Specific topics in Education
Principal researcher:Dario Fiorentini
Grantee:Vanessa Moreira Crecci
Home Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
Associated scholarship(s):14/14486-5 - Narratives inquiries of the Math teacher's professional development, BE.EP.DD

Abstract

This research aims to analyze and understand empirically and conceptually professional development and the creation of teacher professionality of teachers who teach mathematics and participate in inquiry communities. After mapping groups of study, which bring together teachers and scholars interested in investigating ways to teach and learn Mathematics at school, which can be configured as inquiry communities fieldwork was conducted in three phases. In the first phase, data were collected through a questionnaire with open questions. In the second phase, we selected four math teachers, among twenty-eight who responded to the questionnaire for conducting semi-structured interviews. And, in the third stage, the researcher attended some meetings and followed study group of teachers interviewed. The data analysis is being carried out in three ways. Initially, through the teachers' responses to the questionnaire were identified different practices in professional development inquiry communities. Then being conducted narrative analysis of four teachers professional development, and as material for interpretation and analysis of semi-structured interviews, written productions of the teachers and the researcher's interactions with those guys. And, based on the literature, narrative analysis, evidence of learning and the meanings attributed by teachers regarding their participation in study groups, aims to analyze and discuss, empirically and conceptually, professional development and teacher professionality. (AU)

Academic Publications
(References retrieved automatically from State of São Paulo Research Institutions)
CRECCI, Vanessa Moreira. Professional development of math educators who are participants in a borderland community between school and university. 2016. Doctoral Thesis - Universidade Estadual de Campinas. Faculdade de Educação.

Please report errors in scientific publications list by writing to: cdi@fapesp.br.