El estudio de clases como promotor del desarrollo del conocimiento de los futuros profesores sobre la preparación de lecciones

Autores/as

DOI:

https://doi.org/10.35763/aiem26.5428

Palabras clave:

Conhecimento didático, Ensino da Matemática, Estudo de aula, Formação inicial de professores

Resumen

A partir da análise de um estudo de aula realizado na formação inicial de professores, procuramos compreender como este processo formativo, em particular no que respeita às suas fases de definição dos objetivos de aprendizagem e de planeamento da aula, contribuiu para o desenvolvimento de diversos aspetos do conhecimento didático de duas futuras professoras. Seguimos uma abordagem qualitativa e os dados foram recolhidos através de observação participante, com gravação das sessões. Os resultados mostram que a definição dos objetivos de aprendizagem, tendo por base a discussão de textos e de documentos curriculares, promoveu o desenvolvimento do conhecimento das futuras professoras sobre prática letiva e sobre o currículo. O planeamento das aulas promoveu discussões sobre o design das tarefas, a antecipação do trabalho dos alunos e a preparação da condução da aula, desenvolvendo o seu conhecimento sobre a prática letiva, sobre a Matemática para o ensino e sobre os alunos.

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Publicado

2024-10-31

Cómo citar

Duarte, N. G., Ponte, J. P. M. da, & Pinto, H. G. (2024). El estudio de clases como promotor del desarrollo del conocimiento de los futuros profesores sobre la preparación de lecciones. Avances De Investigación En Educación Matemática, (26), 21–39. https://doi.org/10.35763/aiem26.5428

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