| Full text | |
| Author(s): |
Total Authors: 2
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| Affiliation: | [1] Universidade Estadual de Campinas. Faculdade de Educação - Brasil
[2] Universidade Estadual de Campinas. Faculdade de Educação - Brasil
Total Affiliations: 2
|
| Document type: | Journal article |
| Source: | Educ. rev.; v. 34, 2018-07-19. |
| Abstract | |
ABSTRACT: Nowadays, Professional Masters’ Degrees are important formative initiatives for teachers. This study reports results from an ongoing qualitative research project aiming at describing how participation in a Professional Master’s Degree contributes to the development of mathematics teachers’ professional identities. By adopting a socio-cultural perspective, we employed the notions of figured worlds and space of authoring as theoretical tools to analyze a Professional Master’s Degree and to develop an interpretative case study centered on André, a mathematics teacher who graduated from such program. The results reveal that the degree is a figured world focused mainly on disciplinary academic knowledge. André’s case reveals the difficulties experienced by the teacher when he tried to produce self-understandings about himself as a mathematics teacher articulating the voices and discourses coming from the master’s degree with those coming from his teaching practice.The results reveal that the studied professional master is a figurative world, concerned about developing teaching learnings centered in academic mathematics. André’s case shows some difficulties lived by the teacher when he tried to produce understandings about himself as a math teacher that articulate discourses and voices coming from the master with his own professional practice in school. (AU) | |
| FAPESP's process: | 16/12877-2 - Identity development and changes in the teaching and learning practices of Mathematics teachers enrolled in a professional master´s degree |
| Grantee: | Ana Leticia Losano |
| Support Opportunities: | Scholarships in Brazil - Post-Doctoral |