A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship
This paper aims to analyze the evidence that constitutes the professional identity of future mathematics teachers when participating in a study group within the scope of the Supervised Curricular Internship. The qualitative research was carried out in 2019 at a public school in Formiga (MG), and inc...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade Estadual de Montes Claros
2020-07-01
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| Series: | Educação Matemática Debate |
| Subjects: | |
| Online Access: | https://doi.org/10.46551/emd.e202035 |
| _version_ | 1827841475582361600 |
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| author | Cirléia Pereira Barbosa Celi Espasandin Lopes |
| author_facet | Cirléia Pereira Barbosa Celi Espasandin Lopes |
| author_sort | Cirléia Pereira Barbosa |
| collection | DOAJ |
| description | This paper aims to analyze the evidence that constitutes the professional identity of future mathematics teachers when participating in a study group within the scope of the Supervised Curricular Internship. The qualitative research was carried out in 2019 at a public school in Formiga (MG), and included the participation of two students from a Mathematics Degree course and their Internship supervisors. The data discussed in this text were produced through written narratives of the interns, audio and video recordings of the meetings, evaluation and self-evaluation made by the undergraduate students. The formative experiences, experienced by the graduates in the internships and in the study group, contributed to the manifestation of aspects of the teacher identity, such as: emotion, self-knowledge, autonomy and political commitment. The results show the importance of formative contexts for the development of professional identity. |
| first_indexed | 2024-03-12T07:51:57Z |
| format | Article |
| id | doaj.art-8febb957d544430588d438dcc1447dd4 |
| institution | Directory Open Access Journal |
| issn | 2526-6136 |
| language | English |
| last_indexed | 2024-03-12T07:51:57Z |
| publishDate | 2020-07-01 |
| publisher | Universidade Estadual de Montes Claros |
| record_format | Article |
| series | Educação Matemática Debate |
| spelling | doaj.art-8febb957d544430588d438dcc1447dd42023-09-02T20:33:12ZengUniversidade Estadual de Montes ClarosEducação Matemática Debate2526-61362020-07-01412610.46551/emd.e202035A study on the professional identity of future Mathematics teachers in Supervised Curricular InternshipCirléia Pereira Barbosa0https://orcid.org/0000-0002-6611-6861Celi Espasandin Lopes1https://orcid.org/0000-0001-7409-2903Instituto Feral de Educação, Ciência e Tecnologia de Minas GeraisUniversidade Cruzeiro do SulThis paper aims to analyze the evidence that constitutes the professional identity of future mathematics teachers when participating in a study group within the scope of the Supervised Curricular Internship. The qualitative research was carried out in 2019 at a public school in Formiga (MG), and included the participation of two students from a Mathematics Degree course and their Internship supervisors. The data discussed in this text were produced through written narratives of the interns, audio and video recordings of the meetings, evaluation and self-evaluation made by the undergraduate students. The formative experiences, experienced by the graduates in the internships and in the study group, contributed to the manifestation of aspects of the teacher identity, such as: emotion, self-knowledge, autonomy and political commitment. The results show the importance of formative contexts for the development of professional identity.https://doi.org/10.46551/emd.e202035mathematics educationmathematics teachers educationsupervised curricular internshipprofessional identity |
| spellingShingle | Cirléia Pereira Barbosa Celi Espasandin Lopes A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship Educação Matemática Debate mathematics education mathematics teachers education supervised curricular internship professional identity |
| title | A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship |
| title_full | A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship |
| title_fullStr | A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship |
| title_full_unstemmed | A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship |
| title_short | A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship |
| title_sort | study on the professional identity of future mathematics teachers in supervised curricular internship |
| topic | mathematics education mathematics teachers education supervised curricular internship professional identity |
| url | https://doi.org/10.46551/emd.e202035 |
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