Initial and continuing education: contributions to the profesional development of mathematics teachers
The present article seeks to analyze the relations between the Initial and Continuing Education of Mathematics Teachers in the perspective a process of continuum, based on the assumption of the development and professional outreach of the teaching profession. This study was performed under the quali...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6836
- Fecha de publicación:
- 2011
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13291
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1111
https://repositorio.uptc.edu.co/handle/001/13291
- Palabra clave:
- Inicial education
continuing education
professional outreach.
Formación inicial
formación continua
desenvolvimiento profesional.
Formation initiale
formation continue
déroulement professionnel.
Formação inicial
formação continuada
desenvolvimento profissional.
- Rights
- License
- http://purl.org/coar/access_right/c_abf337
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| dc.title.en-US.fl_str_mv |
Initial and continuing education: contributions to the profesional development of mathematics teachers |
| dc.title.es-ES.fl_str_mv |
Formación inicial y continuada: contribuiciones para el desenvolvimiento profesional de profesores de matemáticas |
| dc.title.fr-FR.fl_str_mv |
Formation initiale et continue: des contributions pour le développement professionnel des professeurs de mathématiques |
| dc.title.pt-BR.fl_str_mv |
Formaçã o inicial e continuada: contribuições para o desenvolvimento profissional de professores de matemática |
| title |
Initial and continuing education: contributions to the profesional development of mathematics teachers |
| spellingShingle |
Initial and continuing education: contributions to the profesional development of mathematics teachers Inicial education continuing education professional outreach. Formación inicial formación continua desenvolvimiento profesional. Formation initiale formation continue déroulement professionnel. Formação inicial formação continuada desenvolvimento profissional. |
| title_short |
Initial and continuing education: contributions to the profesional development of mathematics teachers |
| title_full |
Initial and continuing education: contributions to the profesional development of mathematics teachers |
| title_fullStr |
Initial and continuing education: contributions to the profesional development of mathematics teachers |
| title_full_unstemmed |
Initial and continuing education: contributions to the profesional development of mathematics teachers |
| title_sort |
Initial and continuing education: contributions to the profesional development of mathematics teachers |
| dc.subject.en-US.fl_str_mv |
Inicial education continuing education professional outreach. |
| topic |
Inicial education continuing education professional outreach. Formación inicial formación continua desenvolvimiento profesional. Formation initiale formation continue déroulement professionnel. Formação inicial formação continuada desenvolvimento profissional. |
| dc.subject.es-ES.fl_str_mv |
Formación inicial formación continua desenvolvimiento profesional. |
| dc.subject.fr-FR.fl_str_mv |
Formation initiale formation continue déroulement professionnel. |
| dc.subject.pt-BR.fl_str_mv |
Formação inicial formação continuada desenvolvimento profissional. |
| description |
The present article seeks to analyze the relations between the Initial and Continuing Education of Mathematics Teachers in the perspective a process of continuum, based on the assumption of the development and professional outreach of the teaching profession. This study was performed under the qualitative approach and for its development, accumulated theoretical knowledge based on bibliographical research was taken into account, as well as meaningful testimonies of participants in these two educational spaces. The discussions and reflections presented here are based on studies developed on teacher education, the initial education of mathematics teachers, the continuing education of mathematics teacher, and professional outreach. We offer excerpts from two on-going Masters research projects, providing evidence of factors that may contribute to the comprehension of professional outreach, during the initial education process or even the continuing education process of mathematics teachers. |
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2011 |
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2024-07-05T19:03:53Z |
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2024-07-05T19:03:53Z |
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2011-01-06 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6836 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1111 |
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https://repositorio.uptc.edu.co/handle/001/13291 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1111 https://repositorio.uptc.edu.co/handle/001/13291 |
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spa |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1111/1110 |
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http://purl.org/coar/access_right/c_abf2 |
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http://purl.org/coar/access_right/c_abf337 |
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http://purl.org/coar/access_right/c_abf337 http://purl.org/coar/access_right/c_abf2 |
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application/pdf |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 2 No. 3 (2011): Educación Matemática; 87-102 |
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Praxis & Saber; Vol. 2 Núm. 3 (2011): Educación Matemática; 87-102 |
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Praxis & Saber; Vol. 2 No 3 (2011): Educación Matemática; 87-102 |
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Praxis & Saber; V. 2 N. 3 (2011): Educación Matemática; 87-102 |
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Praxis & Saber; v. 2 n. 3 (2011): Educación Matemática; 87-102 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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2011-01-062024-07-05T19:03:53Z2024-07-05T19:03:53Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1111https://repositorio.uptc.edu.co/handle/001/13291The present article seeks to analyze the relations between the Initial and Continuing Education of Mathematics Teachers in the perspective a process of continuum, based on the assumption of the development and professional outreach of the teaching profession. This study was performed under the qualitative approach and for its development, accumulated theoretical knowledge based on bibliographical research was taken into account, as well as meaningful testimonies of participants in these two educational spaces. The discussions and reflections presented here are based on studies developed on teacher education, the initial education of mathematics teachers, the continuing education of mathematics teacher, and professional outreach. We offer excerpts from two on-going Masters research projects, providing evidence of factors that may contribute to the comprehension of professional outreach, during the initial education process or even the continuing education process of mathematics teachers.Este artículo analiza las relaciones entre Formación Inicial y Continua de Profesores de Matemáticas en la perspectiva de la Formación como un proceso continuum, con base en el supuesto del desarrollo y desenvolvimiento de la profesión docente. La realización de este estudio se hizo bajo el enfoque cualitativo, y para su desarrollo se consideró tanto el conocimiento teórico acumulado, a partir de investigación bibliográfica, como los testimonios destacados de los participantes en dos acciones formativas. Las discusiones y reflexiones se fundamentan en los trabajos realizados sobre concepciones de formación de profesores, la formación inicial de profesores de matemáticas, la formación continua de profesores de matemática y también el desenvolvimiento profesional. Se presentan apartes de dos investigaciones de maestría, en curso, evidenciando factores que puedan contribuir para la comprensión del desenvolvimiento profesional, ya sea durante la formación inicial o incluso continua de profesores de matemáticas.Cet article cherche `a analyser les rapports entre Formation Initiale et Continue des Professeurs de Mathématiques dans la perspective de la Formation en tant que processus continuum, basé sur la supposition du développement et du déroulement du métier d’enseignant. Cette étude a été faite sous l’approche qualitative, et pour son développement, on a considéré tant la connaissance théorique accumulée, `a partir de la recherche bibliographique, que les témoignages remarquables des participants en deux acitons formatives. Les discussions et réflexions ont comme fondement les travaux réalisés sur des conceptions de formation de professeurs , la formation initiale des professeurs de mathématiques , la formation continue des professeurs de mathématiques et aussi le déroulement professionnel. On présente des apparts de deux recherches des études de maîtrise en cours, qui montrent des facteurs qui puissent contribuer `a la compréhension du déroulement professionnel, bien pendant la formation initiale que continue, des professeurs de mathématiques.Este artigo procura analisar as relações entre Formação Inicial e Continuada de Professores de Matemática na perspectiva da Formação como um processo continuum e tendo como pressuposto o desenvolvimento da profissão docente. A realização deste estudo se deu por meio da abordagem qualitativa e para seu desenvolvimento foi considerado tanto o conhecimento teórico acumulado, a partir de pesquisa bibliográfica, quanto às evidencias apontadas na fala de participantes de duas ações formativas. As discussões e reflexões fundamentam-se nos trabalhos realizados sobre concepções de formação de professores, a formação inicial de professores de matemática, a formação continuada de professores de matemática e também o desenvolvimento profissional. Serão apresentados recortes de duas pesquisas de mestrado, em desenvolvimento, evidenciando fatores que possam contribuir para a compreensão do desenvolvimento profissional, seja durante a formaçãoinicial ou mesmo continuada de professores de matemática.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1111/1110Praxis & Saber; Vol. 2 No. 3 (2011): Educación Matemática; 87-102Praxis & Saber; Vol. 2 Núm. 3 (2011): Educación Matemática; 87-102Praxis & Saber; Vol. 2 No 3 (2011): Educación Matemática; 87-102Praxis & Saber; V. 2 N. 3 (2011): Educación Matemática; 87-102Praxis & Saber; v. 2 n. 3 (2011): Educación Matemática; 87-1022462-86032216-0159Inicial educationcontinuing educationprofessional outreach.Formación inicialformación continuadesenvolvimiento profesional.Formation initialeformation continuedéroulement professionnel.Formação inicialformação continuadadesenvolvimento profissional.Initial and continuing education: contributions to the profesional development of mathematics teachersFormación inicial y continuada: contribuiciones para el desenvolvimiento profesional de profesores de matemáticasFormation initiale et continue: des contributions pour le développement professionnel des professeurs de mathématiquesFormaçã o inicial e continuada: contribuições para o desenvolvimento profissional de professores de matemáticainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6836http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a420http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf337http://purl.org/coar/access_right/c_abf2Manrique, Ana LúciaDa Silva Tinti, DouglasMachado de Lima, Mariza Antonia001/13291oai:repositorio.uptc.edu.co:001/132912025-07-18 11:44:11.62metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |