The narrative dimension in the formation of mathematics teachers: reflections supported by the concepts of critical experience and formative experience

Resumen

NACHTIGALL, Cícero  y  ABRAHAO, Maria Helena Menna Barreto. The narrative dimension in the formation of mathematics teachers: reflections supported by the concepts of critical experience and formative experience. e-Curriculum [online]. 2023, vol.21, e59603.  Epub 30-Jun-2023. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2023v21e59603.

In this article, we seek to problematize as an experience with flipped classroom in a math teacher training course with the concepts of formative experience (JOSSO, 2010) and critical experience (WOODS, 1997, 1999). This study is part of a biographical (self) narrative research that seeks to understand if, how and in what sense the research-training seminar, enables participating subjects to mean and give meaning to their formative experiences, especially in what It refers to the experimentation of teaching approaches using digital technologies and their potential as a possibility of promoting the self-regulation of learning. The partial results of the research inaugurate a new perspective in development research and signal that the inverted learning experience represented a critical and formative experiences.

Palabras clave : research-formation; narrative research; blended learning; self-regulated learning; critical experiences.

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