{"title":"对数学教师培养本科课程强制实习的思考","authors":"Dalva Eterna Gonçalves Rosa, A. Magalhães","doi":"10.18224/EDUC.V20I2.6241","DOIUrl":null,"url":null,"abstract":"Abstract: this essay’s main objective is to present some of the results from a research which investigated the investigated the Mandatory Internship in Mathematics undergraduate teaching courses at a public university in the state of Goias. Its goals were to comprehend how this specific curricular component encouraged the teachers-to-be’s reflective practices. The subjects analyzed were seven professors from the Mathematics teacher training program in seven different university units. They worked with MI in 2008 or 2009. The theoretical and methodological qualitative approach made this paper, and its documental analysis of surveys and reflective intervivews, possible. The context and data diagnosed that, on Mathematics teacher training undergraduate courses, the development of reflective teaching practices are still timid and isolated. \n \n Reflexoes sobre o estagio supervisionado nos cursos de Licenciatura em Matematica \n \nResumo: este artigo tem o objetivo de apresentar alguns resultados de pesquisa realizada sobre o Estagio Supervisionado nos Cursos de licenciatura em matematica de uma universidade publica do estado de Goias. O objetivo da pesquisa foi compreender se esse componente curricular tem provocado a pratica reflexiva dos licenciandos. Os sujeitos foram sete professores de licenciatura em matematica de sete unidades universitarias dessa instituicao, que trabalharam com o Estagio Supervisionado em 2008 ou 2009. O enfoque teorico-metodologico qualitativo possibilitou a analise documental, de questionarios e entrevistas de carater reflexivo. No contexto investigado, acoes para o desenvolvimento de praticas reflexivas na formacao de professores de Matematica ainda sao timidas e isoladas.","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"6 1","pages":"393-407"},"PeriodicalIF":0.5000,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Reflections upon the Mandatory Internships on Mathematics Teacher Training Undergraduate Courses\",\"authors\":\"Dalva Eterna Gonçalves Rosa, A. Magalhães\",\"doi\":\"10.18224/EDUC.V20I2.6241\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract: this essay’s main objective is to present some of the results from a research which investigated the investigated the Mandatory Internship in Mathematics undergraduate teaching courses at a public university in the state of Goias. Its goals were to comprehend how this specific curricular component encouraged the teachers-to-be’s reflective practices. The subjects analyzed were seven professors from the Mathematics teacher training program in seven different university units. They worked with MI in 2008 or 2009. The theoretical and methodological qualitative approach made this paper, and its documental analysis of surveys and reflective intervivews, possible. The context and data diagnosed that, on Mathematics teacher training undergraduate courses, the development of reflective teaching practices are still timid and isolated. \\n \\n Reflexoes sobre o estagio supervisionado nos cursos de Licenciatura em Matematica \\n \\nResumo: este artigo tem o objetivo de apresentar alguns resultados de pesquisa realizada sobre o Estagio Supervisionado nos Cursos de licenciatura em matematica de uma universidade publica do estado de Goias. O objetivo da pesquisa foi compreender se esse componente curricular tem provocado a pratica reflexiva dos licenciandos. Os sujeitos foram sete professores de licenciatura em matematica de sete unidades universitarias dessa instituicao, que trabalharam com o Estagio Supervisionado em 2008 ou 2009. O enfoque teorico-metodologico qualitativo possibilitou a analise documental, de questionarios e entrevistas de carater reflexivo. 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引用次数: 0
摘要
摘要:本文的主要目的是介绍一项研究的一些结果,该研究调查了戈亚斯州一所公立大学数学本科教学课程的强制性实习。它的目标是理解这个特定的课程组成部分如何鼓励未来教师的反思实践。分析的对象是来自七个不同大学单元的数学教师培训计划的七位教授。他们在2008年或2009年与MI合作。理论和方法论的定性方法使本文及其对调查和反思性访谈的文献分析成为可能。本文的背景和数据诊断表明,在本科数学教师培养课程中,反思性教学实践的发展仍然是胆怯和孤立的。本文介绍了一种新型的数学教学方法,即数学教学方法、数学教学方法、数学教学方法和数学教学方法。O objetivo da尽管信息自由compreender se存在componente课程tem provocado一pratica reflexiva dos licenciandos。2008年至2009年期间,共有6名学生获得了大学数学专业教授的许可,并获得了大学数学专业的许可。在分析文献、调查问卷和企业文化反思方面,运用实证方法和定性方法的可能性。在没有背景调查的情况下,对实践的反思性进行了深入的研究,并对数学和数学教授进行了分析。
Reflections upon the Mandatory Internships on Mathematics Teacher Training Undergraduate Courses
Abstract: this essay’s main objective is to present some of the results from a research which investigated the investigated the Mandatory Internship in Mathematics undergraduate teaching courses at a public university in the state of Goias. Its goals were to comprehend how this specific curricular component encouraged the teachers-to-be’s reflective practices. The subjects analyzed were seven professors from the Mathematics teacher training program in seven different university units. They worked with MI in 2008 or 2009. The theoretical and methodological qualitative approach made this paper, and its documental analysis of surveys and reflective intervivews, possible. The context and data diagnosed that, on Mathematics teacher training undergraduate courses, the development of reflective teaching practices are still timid and isolated.
Reflexoes sobre o estagio supervisionado nos cursos de Licenciatura em Matematica
Resumo: este artigo tem o objetivo de apresentar alguns resultados de pesquisa realizada sobre o Estagio Supervisionado nos Cursos de licenciatura em matematica de uma universidade publica do estado de Goias. O objetivo da pesquisa foi compreender se esse componente curricular tem provocado a pratica reflexiva dos licenciandos. Os sujeitos foram sete professores de licenciatura em matematica de sete unidades universitarias dessa instituicao, que trabalharam com o Estagio Supervisionado em 2008 ou 2009. O enfoque teorico-metodologico qualitativo possibilitou a analise documental, de questionarios e entrevistas de carater reflexivo. No contexto investigado, acoes para o desenvolvimento de praticas reflexivas na formacao de professores de Matematica ainda sao timidas e isoladas.