Narrative inquiries of the Math teacher's professional development

• Grant number: 14/14486-5
• Support Opportunities: Scholarships abroad - Research Internship - Doctorate (Direct)
• Start date: October 01, 2014
• End date: February 28, 2015
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Dario Fiorentini
• Grantee: Vanessa Moreira Crecci
• Supervisor: Jean Clandinin
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Institution abroad: University of Alberta, Canada
• Associated to the scholarship: 13/12927-1 - The constitution of teacher professionality in inquiry communities, BP.DD

Abstract

Since 2012, I have been developing the doctoral research project The Constitution of Teacher Professionalism and Professional Development in Inquiry Communities at the State University of Campinas, in the Faculty of Education, under the direction of Dr. Dario Fiorentini and supported by São Paulo Research Foundation (FAPESP). The aims are to analyze and discuss math´s teacher professional development. At this time, data from fieldwork are being analyzed. Initially, I performed a qualitative analysis on the questionnaire responses of 28 teachers. After was selected 4 teachers and conducted a semi-structured interview with each one. At moment, using a diachronic perspective, I intend to write narrative of these 4 teachers' stances and their accounts of their professional development by analyzing their semi-structured interviews, their written accounts of their productions, and my own interactions with their inquiry communities under Dr. Clandinin direction. Based on the literature of teacher education in inquiry communities and narrative inquiry, evidence of learning and the meanings attributed by teachers to their participation in study groups. (AU)