Mathematics Teacher Training Mediated by Pedagogical Coordinator
In this article, the study that aims to understand possibilities and challenges when investigating in-service training for a mathematics teacher mediated by the pedagogical coordinator will be presented. A qualitative action-interpretive research was carried out, as the study was developed at the sc...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2021 |
| Country: | Brasil |
| Institution: | Universidade Federal de Ouro Preto (UFOP) |
| Repository: | Revemop |
| Language: | Portuguese |
| OAI Identifier: | oai:pp.www.periodicos.ufop.br:article/4723 |
| Online Access: | https://periodicos.ufop.br/revemop/article/view/4723 |
| Access Level: | Open access |
| Keyword: | Mathematics teacher training Classroom observation Formative Feedback Formación de profesores de matemáticas Observación en el aula Retroalimentación formativa Formação do professor de matemática Observação sala de aula Feedback formativo |
| Summary: | In this article, the study that aims to understand possibilities and challenges when investigating in-service training for a mathematics teacher mediated by the pedagogical coordinator will be presented. A qualitative action-interpretive research was carried out, as the study was developed at the school where the researcher exercises the role of pedagogical coordinator. The analyzed data were obtained from observations of classes and from the Feedback made between the mathematics teacher and the pedagogical coordinator. The results found reveal challenges regarding the time to be devoted by the pedagogical coordinator in the preparation and preparation of the formative agenda and the lack of specific training for the coordinating teacher to develop teacher training. Regarding the possibilities, the possibility of problematizing real classroom practice during formative Feedback is highlighted. |
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