Continuing professional development of a Mathematics teacher
This paper discusses the Continuing Professional Development (CPD) of a mathematics teacher involved in a FAPESP research project that studies the potential of implementing teaching through interdisciplinary projects that have statistical education as an integrating axis. It seeks to answer these qu...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Universidade Cruzeiro do Sul, Ensino de Ciências e Matemática
2020-11-01
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| Series: | Revista de Ensino de Ciências e Matemática |
| Online Access: | https://revistapos.cruzeirodosul.edu.br/index.php/rencima/article/view/2790 |
| _version_ | 1827948924817637376 |
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| author | Celi Espasandin Lopes Arthur Belford Powell Rogério Marques Ribeiro Vinícius Pazuch |
| author_facet | Celi Espasandin Lopes Arthur Belford Powell Rogério Marques Ribeiro Vinícius Pazuch |
| author_sort | Celi Espasandin Lopes |
| collection | DOAJ |
| description | This paper discusses the Continuing Professional Development (CPD) of a mathematics teacher involved in a FAPESP research project that studies the potential of implementing teaching through interdisciplinary projects that have statistical education as an integrating axis. It seeks to answer these questions: what teacher learning was evidenced by the teacher in her narratives, and which perspective of Continuing Professional Development generated such learning? To answer those two questions, a narrative investigation is taken not only as a methodology but also as a way to construct reality since it is anchored as an ontology. The narrative favors evidence about the experience perceived and seen as an account, capturing the details and richness of human affairs’ meanings, based on evidence from the world and life. Experience is reconstructed by reflecting on what was lived and giving sense to what happened. Holistic analysis of the form will help find the best expression for the plots expressed in the accounts. The results reveal the practice of a teacher-researcher who autonomously exercises her teaching to include actions of creativity, self-criticism, collaboration, self-ethics, and reflexivity brought about by continuing professional development based on reimagination. |
| first_indexed | 2024-04-09T13:02:25Z |
| format | Article |
| id | doaj.art-48d81fb81f2448079dced1200a232f8f |
| institution | Directory Open Access Journal |
| issn | 2179-426X |
| language | English |
| last_indexed | 2024-04-09T13:02:25Z |
| publishDate | 2020-11-01 |
| publisher | Universidade Cruzeiro do Sul, Ensino de Ciências e Matemática |
| record_format | Article |
| series | Revista de Ensino de Ciências e Matemática |
| spelling | doaj.art-48d81fb81f2448079dced1200a232f8f2023-05-12T20:29:16ZengUniversidade Cruzeiro do Sul, Ensino de Ciências e MatemáticaRevista de Ensino de Ciências e Matemática2179-426X2020-11-01117648010.26843/10.26843/rencima.v11i7.27901971Continuing professional development of a Mathematics teacherCeli Espasandin Lopes0https://orcid.org/0000-0001-7409-2903Arthur Belford Powell1https://orcid.org/0000-0002-6086-3698Rogério Marques Ribeiro2https://orcid.org/0000-0002-8214-7342Vinícius Pazuch3https://orcid.org/0000-0001-6997-1110Universidade Cruzeiro do SulRutgers UniversityInstituto Federal de São PauloUniversidade Federal do ABCThis paper discusses the Continuing Professional Development (CPD) of a mathematics teacher involved in a FAPESP research project that studies the potential of implementing teaching through interdisciplinary projects that have statistical education as an integrating axis. It seeks to answer these questions: what teacher learning was evidenced by the teacher in her narratives, and which perspective of Continuing Professional Development generated such learning? To answer those two questions, a narrative investigation is taken not only as a methodology but also as a way to construct reality since it is anchored as an ontology. The narrative favors evidence about the experience perceived and seen as an account, capturing the details and richness of human affairs’ meanings, based on evidence from the world and life. Experience is reconstructed by reflecting on what was lived and giving sense to what happened. Holistic analysis of the form will help find the best expression for the plots expressed in the accounts. The results reveal the practice of a teacher-researcher who autonomously exercises her teaching to include actions of creativity, self-criticism, collaboration, self-ethics, and reflexivity brought about by continuing professional development based on reimagination.https://revistapos.cruzeirodosul.edu.br/index.php/rencima/article/view/2790 |
| spellingShingle | Celi Espasandin Lopes Arthur Belford Powell Rogério Marques Ribeiro Vinícius Pazuch Continuing professional development of a Mathematics teacher Revista de Ensino de Ciências e Matemática |
| title | Continuing professional development of a Mathematics teacher |
| title_full | Continuing professional development of a Mathematics teacher |
| title_fullStr | Continuing professional development of a Mathematics teacher |
| title_full_unstemmed | Continuing professional development of a Mathematics teacher |
| title_short | Continuing professional development of a Mathematics teacher |
| title_sort | continuing professional development of a mathematics teacher |
| url | https://revistapos.cruzeirodosul.edu.br/index.php/rencima/article/view/2790 |
| work_keys_str_mv | AT celiespasandinlopes continuingprofessionaldevelopmentofamathematicsteacher AT arthurbelfordpowell continuingprofessionaldevelopmentofamathematicsteacher AT rogeriomarquesribeiro continuingprofessionaldevelopmentofamathematicsteacher AT viniciuspazuch continuingprofessionaldevelopmentofamathematicsteacher |