THE CONTINUING EDUCATION GROUP AS A SPACE/TIME FOR PROFESSIONAL TEACHER DEVELOPMENT
DOI:
https://doi.org/10.37781/vidya.v43i2.4535Keywords:
Teacher learning, Collaborative work, Reflections on practiceAbstract
This article presents the results of qualitative research, developed with a group of teachers participating in the extension program ‘Training Cycles in Science and Mathematics Teaching’ and aims to demarcate the space/time constituted by a continuing education group as a formative movement and catalyst for teacher professional development. To this end, the empirical data came from the experiences of six Basic Education Mathematics teachers with activities of Modeling in Science and Mathematics in continuing education and with teaching activities. We analyzed the training diaries and planning of modeling activities produced by the teachers using Textual Discursive Analysis procedures. We recognize the emergence of two intermediate categories that show how the group of continuing education constitutes a space/time catalyst for DPD: 1) the group as space / time for teacher learning and 2) the group as space / time for reflections on / for teaching and professional qualification work.