Benefits and challenges of collaborative work in the teaching of mathematics in the pedagogical residency program
Tipo de documento
Autores
Lista de autores
Castro, Irene, Vilhena, Paulo y Ruiz, Cristiane
Resumen
As is pointed out in the literature, collaboration between teachers and other members of the school community not only enhances the teacher's education, but also leads to better student learning. However, it is not always easy to work in partnership, because this requires constant evaluation and the ability to take account of different opinions. For this reason, this study involves an investigation of the benefits and challenges of collaborative work, carried out by the Faculty of Mathematics at the Federal University of Pará, within the scope of the Pedagogical Residency Program, and under the supervision of a preceptor and three residents. Our methodology entailed conducting semi-structured interviews and the results of our analysis showed that the Pedagogical Residency was a means of providing new ideas for the teaching activities of the field schools. It also revealed that the different players involved had difficulty in understanding their roles, when dealing with a new project that is carried out in Brazil.
Fecha
2020
Tipo de fecha
Estado publicación
Términos clave
Asociaciones | Gestión y organización | Inicial | Otro (fundamentos) | Tipos de evaluación
Enfoque
Idioma
Revisado por pares
Formato del archivo
Referencias
Alonso-Sáez, I., Darretxe, L., & Beloki, N. (2019). Hacia una Identidad y Cultura Académica Colaborativa: Los Equipos Docentes como Innovación en los Grados Universitarios. Archivos Analíticos de Políticas Educativas Vol. 27, No. 142, 1-17. Bardin, L. (2015). Análise de conteúdo. São Paulo: Edições 70. Boavida, A M. & Ponte, J. P. (2002). Investigação colaborativa: Potencialidades e problemas. In GTI (Org), Reflectir e investigar sobre a prática professional, 43-55. Lisboa: APM. Brasil, Base Nacional Comum Curricular (BNCC) (2017). Educação é a Base. Brasília, MEC/CONSED/UNDIME, 2017. Retrieved from http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf Brasil, Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. (2018). Edital 06/2018. Chamada Pública para apresentação de propostas no âmbito do Programa de Residência Pedagógica. Retrieved from https://www.capes.gov.br/images/stories/download/editais/01032018-Edital-6-2018-Residencia-pedagogica.pdf. Cramer, S. & Stivers, J. (2007). Don’t Give Up! Practical Strategies for Challenging Collaborations. Teaching excepcional Children. 39(6), 6-11. Fiorentini, D. (2008). A Pesquisa e as Práticas de Formação de Professores de Matemática em face das Políticas Públicas no Brasil. Bolema, Rio Claro (SP), 21 (29), 43 a 70. Gatti, B.A. (2008). Análise das políticas públicas para formação continuada no Brasil, na última década. Revista Brasileira de Educação, Rio de Janeiro 37(13), 57-70. Gil, A.C. (2008). Métodos e técnicas de pesquisa social. São Paulo: Atlas. Gideon, B. H. (2002). Structuring Schools for Teacher Collaboration. The Education Digest 68(2), 30-34. Giraldo, V. (2018). Formação de professores de Matemática: para uma abordagem problematizada. Ciência e Cultura. 7(1). 37-42. Retrieved from cienciaecultura.bvs.br/pdf/cic/v70n1/v70n1a12.pdf. Heck, T. W., Bacharach, N., & Dahlberg, K. (2008). Co-teaching: Enhancing the student teaching experience. En Eighth Annual IBER & TLC Conference Proceedings. https://www.stcloudstate.edu/soe/coteaching/_files/documents/Clute_Oct_08.pdf Heinrich, E. (2015). Identifying teaching groups as a basis for academic development. Higher Education Research & Development, 34(5), 899-913. https://doi.org/10.1080/07294360.2015.1011091 Keevers, L., Lefoe, G., Leask, B., Sultan, F. K. D., Ganesharatnam, S., Loh, V., & Lim, J. S. Y. (2014). ‘I like the people I work with. Maybe I’ll get to meet them in person one day’: Teaching and learning practice development with transnational teaching teams. Journal of Education for Teaching, 40(3), 232-250. https://doi.org/10.1080/02607476.2014.903024 Olson, M. (1997). Collaboration: An epistemological shift. In H. Christiansen, L. Goulet, C. Krentz, & M. Macers (Orgs.), Recreating relationships: Collaboration and educational reform (pp. 13-25). New York, NY: State University of New York Press. Redmond, T., Brown, R., & Sheehy, J. (2011). Reflecting on participation in research communities of practice: Situating change in the development of mathematics teaching. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & S. Thornton (Eds.), Mathematics: Traditions and [new] Practices: Proceedings of the 3P4th Annual Conference of the Mathematics Education Research Group of Australasia and the Australian Association of Mathematics Teachers (pp. 657–659). Ronfeldt, M., Farmer, S.O., McQuen, k., & Grissom, J.A. (2015). Teacher Collaboration in Instructional Teams and Student Achievement. American Educational Research Journal. 53(3), 475-514.