A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship

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...

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Bibliographic Details
Main Authors:	Cirléia Pereira Barbosa, Celi Espasandin Lopes
Format:	Article
Language:	English
Published:	Universidade Estadual de Montes Claros 2020-07-01
Series:	Educação Matemática Debate
Subjects:	mathematics education mathematics teachers education supervised curricular internship professional identity
Online Access:	https://doi.org/10.46551/emd.e202035

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