Professional Learning Opportunities for Teachers of the Early Years in Algebra Teaching: A Study on the Practice of a Teacher Educator

Q3 Multidisciplinary
Miriam Criez Nobrega Ferriera, J. Ponte, Alessandro Jacques Ribeiro
{"title":"Professional Learning Opportunities for Teachers of the Early Years in Algebra Teaching: A Study on the Practice of a Teacher Educator","authors":"Miriam Criez Nobrega Ferriera, J. Ponte, Alessandro Jacques Ribeiro","doi":"10.17648/acta.scientiae.7367","DOIUrl":null,"url":null,"abstract":"Background: Teacher education processes directly influence the quality of teaching and, indirectly, students’ learning, which leads teacher educators to assume a central role in the development and leading of these processes, justifying in-depth studies about their actions. Objective: To understand how the actions and practices developed by a teacher educator during the orchestration of whole-group discussions contribute to creating professional learning opportunities about mathematical knowledge and educational practice regarding working with algebraic thinking aimed at elementary school teachers. Design: This is a qualitative-interpretive study along the lines of intervention research. Settings and Participants: The study included the teacher educator and 14 teachers who taught in grades 3-5 in a teaching network in a municipality in the state of São Paulo, Brazil. Data collection: The data were collected through video recording during the whole-group discussions with two cameras, one directed at the teacher educator and the other at the teachers. Results: The results indicate that the teacher educator used a set of actions and practices to conduct the whole-group discussions. Conclusions: The teacher educator’s practices that led teachers to reflect on their practice are the ones that most provide professional learning opportunities, even though other practices are essential in creating an environment that promotes whole-group discussions.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Acta Scientiae","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17648/acta.scientiae.7367","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Multidisciplinary","Score":null,"Total":0}
引用次数: 1

Abstract

Background: Teacher education processes directly influence the quality of teaching and, indirectly, students’ learning, which leads teacher educators to assume a central role in the development and leading of these processes, justifying in-depth studies about their actions. Objective: To understand how the actions and practices developed by a teacher educator during the orchestration of whole-group discussions contribute to creating professional learning opportunities about mathematical knowledge and educational practice regarding working with algebraic thinking aimed at elementary school teachers. Design: This is a qualitative-interpretive study along the lines of intervention research. Settings and Participants: The study included the teacher educator and 14 teachers who taught in grades 3-5 in a teaching network in a municipality in the state of São Paulo, Brazil. Data collection: The data were collected through video recording during the whole-group discussions with two cameras, one directed at the teacher educator and the other at the teachers. Results: The results indicate that the teacher educator used a set of actions and practices to conduct the whole-group discussions. Conclusions: The teacher educator’s practices that led teachers to reflect on their practice are the ones that most provide professional learning opportunities, even though other practices are essential in creating an environment that promotes whole-group discussions.
早期教师在代数教学中的专业学习机会——一位教师教育者的实践研究
背景:教师教育过程直接影响教学质量,并间接影响学生的学习,这使得教师教育工作者在这些过程的发展和领导中发挥核心作用,有理由对他们的行为进行深入研究。目的:了解教师教育工作者在组织小组讨论过程中所采取的行动和实践如何有助于为小学教师创造关于数学知识的专业学习机会和关于代数思维的教育实践。设计:这是一项沿着干预研究路线进行的定性解释性研究。环境和参与者:该研究包括教师教育工作者和14名教师,他们在巴西圣保罗州一个自治市的教学网络中教授3-5年级的课程。数据收集:数据收集是通过整个小组讨论过程中的视频记录,使用两台摄像机,一台摄像机对着教师教育者,另一台摄像机对着教师。结果:结果表明,教师教育者运用了一套行动和实践来进行全小组讨论。结论:引导教师反思其实践的教师教育实践是最能提供专业学习机会的实践,尽管其他实践在创造促进整个小组讨论的环境中是必不可少的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Acta Scientiae
Acta Scientiae Multidisciplinary-Multidisciplinary
CiteScore
0.70
自引率
0.00%
发文量
43
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信