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Abstract(s)
A presente investigação debruça-se sobre uma proposta de formação contínua,
um círculo de estudos a distância, que constitui um espaço de aprendizagem, reflexão,
investigação, troca de experiências, colaboração e integração entre teoria e prática. O
seu objectivo é encontrar elementos que sinalizem o processo de desenvolvimento
profissional de professores de Matemática, no contexto da formação a distância.
Especificamente, visa responder às seguintes questões: (i) A constituição de uma equipa
de trabalho potencia a actividade colaborativa entre professores? (ii) O círculo de estudo
favorece a reflexão dos professores sobre as suas práticas? (iii) O ambiente de
aprendizagem, nomeadamente as suas características pedagógicas e tecnológicas,
contribui para a aquisição de novos conhecimentos e para o desenvolvimento
profissional dos participantes? A investigação assume um carácter qualitativo com uma
abordagem interpretativa. Dentro desta opção metodológica geral, usa o estudo de caso,
com duas unidades de análise - a equipa e o professor.
Verificamos, assim, que a formação a distância representa uma oportunidade
para o professor desenvolver confiança em si próprio, afirmação de um pensamento
autónomo, atitude reflexiva e favorável à colaboração, assumindo novas facetas da sua
identidade profissional. Vemos, em consequência, que esta pode ser realizada com
sucesso no quadro de um distanciamento do paradigma dominante, que se caracteriza
por um contorno condutivista, tecnicista e transmissivo. Vemos, além disso, que a
mediação tecnológica pode significar a oportunidade de uma formação no uso das
tecnologias de informação e comunicação, imprescindível ao profissional docente. No
entanto, a experiência dos participantes evidencia a possibilidade da formação a
distância do professor numa lógica reflexiva e colaborativa, em sintonia com as actuais
orientações curriculares para o ensino da Matemática.
This investigation regards a proposal of in-service teacher education, a circle of distance study that constitutes a space of learning, reflection, research, exchange of experiences, collaboration and integration of theory and practice. Its aim is to find elements that demonstrate the process of mathematics teachers' professional development, in the context of distance education. More specifically, it aims to answer the following questions: (i) Does the constitution of a working team raise the potential of collaboration between teachers? (ii) Does the study circle favour teachers' reflection about their practice? (iii) Does the learning environment, namely its pedagogic and technological features, contribute to the acquisition of new knowledge and to the professional development of its participants? The investigation has a qualitative character with an interpretive approach. Within this general methodological choice, it uses the case study to analyse two units - the team and the teacher. Results show that distance education represents an opportunity for the teacher to develop self-confidence, the assertion of autonomous thinking, and a reflexive and favourable attitude towards collaboration, thus assuming new facets of his/her professional identity. Subsequently, we find that it may be conducted successfully if distanced from the prevailing paradigm that is characterized by a conductive, technicist and transmissible line. We also find that technological mediation may imply the opportunity to train teachers in the use of information and communication technologies, which is vital to these professionals. However, the participants' experience shows the possibility of teachers' distance education according to a reflexive, collaborative logic, in consistency with the current curricular guidelines for mathematics education.
This investigation regards a proposal of in-service teacher education, a circle of distance study that constitutes a space of learning, reflection, research, exchange of experiences, collaboration and integration of theory and practice. Its aim is to find elements that demonstrate the process of mathematics teachers' professional development, in the context of distance education. More specifically, it aims to answer the following questions: (i) Does the constitution of a working team raise the potential of collaboration between teachers? (ii) Does the study circle favour teachers' reflection about their practice? (iii) Does the learning environment, namely its pedagogic and technological features, contribute to the acquisition of new knowledge and to the professional development of its participants? The investigation has a qualitative character with an interpretive approach. Within this general methodological choice, it uses the case study to analyse two units - the team and the teacher. Results show that distance education represents an opportunity for the teacher to develop self-confidence, the assertion of autonomous thinking, and a reflexive and favourable attitude towards collaboration, thus assuming new facets of his/her professional identity. Subsequently, we find that it may be conducted successfully if distanced from the prevailing paradigm that is characterized by a conductive, technicist and transmissible line. We also find that technological mediation may imply the opportunity to train teachers in the use of information and communication technologies, which is vital to these professionals. However, the participants' experience shows the possibility of teachers' distance education according to a reflexive, collaborative logic, in consistency with the current curricular guidelines for mathematics education.
Description
Tese de mestrado em Educação (Didáctica da Matemática), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2005
Keywords
Professores - Formação Matemática Formação à distância Desenvolvimento profissional Trabalho colaborativo Reflexão Actividades Investigação Teses de mestrado - 2005