O desenvolvimento do conhecimento didático de futuros professores: o estudo de aula como processo formativo integrado na formação inicial

Micaela Martins; João Pedro da Ponte; Joana Mata-Pereira

doi:10.30827/pna.v18i2.27258

Authors

Micaela Martins Instituto de Educação, Universidade de Lisboa https://orcid.org/0000-0003-1240-577X
João Pedro da Ponte Instituto de Educação, Universidade de Lisboa https://orcid.org/0000-0001-6203-7616
Joana Mata-Pereira Instituto de Educação, Universidade de Lisboa https://orcid.org/0000-0002-3446-014X

DOI:

https://doi.org/10.30827/pna.v18i2.27258

Keywords:

Initial teacher education, Lesson study, Mathematics teaching, Prospective teacher’s didactical knowledge

Agencies: Este trabalho é financiado por fundos nacionais através da FCT – Fundação para a Ciência e Tecnologia por meio de um bolsa de doutoramento a Micaela Martins (SFRH/BD/143869/2019).

Abstract

This study aims to understand how, during initial teacher education, lesson study promotes the development of prospective teachers’ knowledge about tasks, students’ work, and classroom communication. It is qualitative design-based research. In the results, the collaborative work in a detailed planning of a lesson stands out, as well as its reflexive nature, supported by the opportunities to lead the lesson. They also show that is essential to base the work on the challenging aspects for prospective teachers, providing them with opportunities to learn from practice.

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Author Biographies

Micaela Martins, Instituto de Educação, Universidade de Lisboa

Mestre em Ensino de Matemática no 3.º Ciclo do Ensino Básico e no Ensino Secundário, e estudante de Doutoramento em Educação, na especialidade de Didática da Matemática, no Instituto de Educação da Universidade de Lisboa. A sua área de investigação centra-se no estudo de aula na formação inicial de professores de Matemática, com foco no desenvolvimento do conhecimento de futuros professores.

João Pedro da Ponte, Instituto de Educação, Universidade de Lisboa

Doutor em Educação Matemática pela Universidade da Georgia e Professor Catedrático no Instituto de Educação da Universidade de Lisboa. Tem investigado sobre a prática profissional, conhecimento e desenvolvimento profissional do professor, com especial atenção aos estudos de aula e ao ensino-aprendizagem dos números, álgebra e raciocínio matemático.

Joana Mata-Pereira, Instituto de Educação, Universidade de Lisboa

Doutora em Educação, na especialidade de Didática da Matemática pelo Instituto de Educação da Universidade de Lisboa. Atualmente a sua investigação foca-se na promoção do raciocínio matemático, nos estudos de aula e no ensino e aprendizagem da Álgebra.

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