Resumo

NASCIMENTO, Francisco Jeovane do; CASTRO, Eliziane Rocha  e  LIMA, Ivoneide Pinheiro de. Professional development of math teachers beginners: PIBID contribution. Rev. Elet. Educ. [online]. 2017, vol.11, n.2, pp.487-504. ISSN 1982-7199.  https://doi.org/10.14244/198271991962.

The different experiences in the context of PIBID through contact with diverse practices and knowledge from more experienced professionals, may constitute an important element in the training of future teachers, in which it is able to appropriate professional exercise their individual and collective perceptions, feeling encouraged to develop within the profession. This versa study on the professional development of mathematics teachers beginners, in which analyzed the implications of natural experiences in the initial formation (within the PIBID) and its impact on teaching and professional development exercise. The methodology used was the case study, whose research instruments were observation and interview. The results showed that the unique experiences, experienced in the context of PIBID, have led to the formation of times teachers, establishment and improvement of the profession learning, reflecting in their repertoire of professional knowledge and their teaching practice. It is noteworthy that the actions developed in the context of PIBID echoed in the work of beginning teachers, constituting as grants in their professional context, including the reflection on practice, classroom management, learning with peers, use of diverse strategies in the teaching and learning mathematics. The final considerations showed that the continuity of the educational activity involves studies, redirections of didactic / pedagogical practices from the perspective of professional development.

Palavras-chave : Beginners math teachers; Training and teaching practice; Professional development..

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