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O desenvolvimento do conhecimento didáctico de futuros professores de matemática no estudo de aula em Moçambique
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Este estudo tem por objetivo compreender o desenvolvimento do conhecimento didático de futuros professores de matemática do ensino secundário em Moçambique através da realização de estudos de aula. Para responder ao objetivo da investigação, consideram-se quatro questões: Qual o desenvolvimento do conhecimento sobre o planeamento de aulas que se evidencia nos futuros professores? Qual o desenvolvimento do conhecimento sobre a elaboração e realização de tarefas que se evidencia nos futuros professores? Qual o desenvolvimento do conhecimento sobre o aluno e o seu processo de aprendizagem que se evidencia nos futuros professores? Qual a perspetiva dos futuros professores sobre o Estudo de Aula? O quadro teórico centra-se nas áreas de formação inicial de professores, conhecimento didático do professor e Estudo de Aula. O estudo segue uma abordagem qualitativa e interpretativa, envolvendo dois estudos de aula. Cada Estudo de Aula envolve equipas de dois futuros professores, duas professoras da escola secundária, um professor da universidade e o investigador. Os dados são recolhidos através de análise documental, entrevista aos futuros professores depois do processo formativo e observação das sessões acompanhada com discussões e reflexões. Foram analisados documentos, gravações, entrevistas e observações dos futuros professores nas sessões e durante a aula de investigação. A análise permitiu compreender o desenvolvimento do conhecimento didático dos quatro futuros professores. O estudo revelou uma contribuição significativa no aprimoramento do conhecimento sobre o planeamento de aulas, seleção, elaboração e realização de tarefas, o aluno e o seu processo de aprendizagem por parte dos futuros professores participantes. Mostrou também uma melhoria da sua capacidade de reflexão sobre a forma de ensinar e de colaborar no seio de um grupo de trabalho. O estudo também mostrou que esta foi uma experiência valiosa e que é necessário adaptar o modelo tradicional de Estudo de Aula ao contexto cultural de Moçambique.
The aim of this study is to understand the development of the didactic knowledge of future secondary school mathematics teachers in Mozambique through lesson study. To answer the aim of the research, the following four questions are formulated: What is the development of knowledge about lesson planning that is evident in future teachers? What is the development of knowledge about the elaboration and undertaking of tasks that is evident in future teachers? What is the development of knowledge about students and their learning processes that is evident in future teachers? What is the perspective of future teachers about lesson study? The theoretical framework underpinning the study focuses on the areas of initial teacher education, teacher didactic knowledge and lesson study. The study follows a qualitative and interpretive approach, involving two lesson studies. Each lesson study involves teams of two future teachers, two secondary school teachers, one university teacher and the researcher. The data are collected through document analysis, interviews with future teachers after the teacher education process, and observation in all sessions accompanied by discussions and reflections. Documents, recordings, interviews, and observations of future teachers during the sessions and research lesson were later analyzed. The analysis allowed us to understand the development of the didactic knowledge of the four future teachers. The study showed a significant contribution to the improvement of knowledge about lesson planning, selection, elaboration and undertaking of tasks, and about the students and their learning process by the participating future teachers. It has also shown an improvement in their ability to reflect on how to teach and to collaborate within a working group. The study also showed that this was a valuable experience and that it is necessary to adapt the traditional model of lesson study to the cultural context of Mozambique.
The aim of this study is to understand the development of the didactic knowledge of future secondary school mathematics teachers in Mozambique through lesson study. To answer the aim of the research, the following four questions are formulated: What is the development of knowledge about lesson planning that is evident in future teachers? What is the development of knowledge about the elaboration and undertaking of tasks that is evident in future teachers? What is the development of knowledge about students and their learning processes that is evident in future teachers? What is the perspective of future teachers about lesson study? The theoretical framework underpinning the study focuses on the areas of initial teacher education, teacher didactic knowledge and lesson study. The study follows a qualitative and interpretive approach, involving two lesson studies. Each lesson study involves teams of two future teachers, two secondary school teachers, one university teacher and the researcher. The data are collected through document analysis, interviews with future teachers after the teacher education process, and observation in all sessions accompanied by discussions and reflections. Documents, recordings, interviews, and observations of future teachers during the sessions and research lesson were later analyzed. The analysis allowed us to understand the development of the didactic knowledge of the four future teachers. The study showed a significant contribution to the improvement of knowledge about lesson planning, selection, elaboration and undertaking of tasks, and about the students and their learning process by the participating future teachers. It has also shown an improvement in their ability to reflect on how to teach and to collaborate within a working group. The study also showed that this was a valuable experience and that it is necessary to adapt the traditional model of lesson study to the cultural context of Mozambique.
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Conhecimento didático futuros professores Estudo de Aula matemática formação inicial Didactic knowledge preservice teachers lesson study mathematics initial teacher education