A study on the identity of teacher educators: traits revealed by a Mathematics preceptor of the Pedagogical Residency Program

Abstract

This study presents partial results of the repercussions of the performance of a mathematics preceptor in the Pedagogical Residency Program (PRP). For this, we chose to use semi-structured interviews as an instrument of data production. After transcription, the analysis was performed in light of the characterization of the professional identity of the teacher who teaches mathematics, proposed by our main theoretical reference. It was found that participation in the PRP enabled the school teacher to play a new role (preceptor), which mobilized a shift towards the constitution of their identity as a teacher educator.