Mapping of Brazilian theses related to the continuing education of teachers teaching mathematics: period 2007-2018
DOI:
https://doi.org/10.5007/1981-1322.2020.e73620Abstract
In this article, we aim to present or map the Brazilian theses produced in the period from 2007 to 2018, which address, directly or indirectly, a continuing education of teachers who teach mathematics. We analyze twenty-eight tests produced in different graduate programs through titles, keywords, abstracts and catalog data. We present results regarding the concentration area of graduate programs, type of university, year of publication, region of the country, training model (face-to-face, semi-face or distance learning), subjects, identification of categories of teaching knowledge and relationship with the teaching identity. An analysis revealed that twenty-two theses were carried out in São Paulo University programs distributed in private and public (state and federal). With a focus on the relationship between the academy and the basic school, we concluded that there is a specific interest of the academy and there is not a consolidated space for the production of knowledge for both sectors.We also show that continuing education is used as a strategy for the development of pedagogical knowledge and pedagogical knowledge of the content, in the vast majority (22 cases), occurring in person. Regarding the subjects, we observed a balance between the number of training courses for specialist and generalist teachers, thirteen for each one and only once worked with two types of teachers, that is, it is a promotion offered as practical training. A gap is that the studies studied do not address Knowledge of content, Knowledge of students and Knowledge of educational skills, as their philosophical and historical foundations.
In this article, we aim to present or map the Brazilian theses produced in the period from 2007 to 2018, which address,
directly or indirectly, a continuing education of teachers who teach mathematics. We analyze twenty-eight tests produced in different graduate programs through titles, keywords, abstracts and catalog data. We present results regarding the concentration area of graduate programs, type of university, year of publication, region of the country, training model (face-to-face, semi-face or distance learning), subjects, identification of categories of teaching knowledge and relationship with the teaching identity. An analysis revealed that twenty-two theses were carried out in São Paulo University programs distributed in private and public (state and federal). With a focus on the relationship between the academy and the basic school, we concluded that there is a specific interest of the academy and there is not a consolidated space for the production of knowledge for both sectors. We also show that continuing education is used as a strategy for the development of pedagogical knowledge and pedagogical knowledge of the content, in the vast majority (22 cases), occurring in person. Regarding the subjects, we observed a balance between the number of training courses for specialist and generalist teachers, thirteen for each one and only once worked with two types of teachers, that is, it is a promotion offered as practical training. A gap is that the studies studied do not address Knowledge of content, Knowledge of students and Knowledge of educational skills, as their philosophical and historical foundations.References
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