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Contribuições do Programa de Residência Pedagógica em processo de Lesson Study para a Constituição da Identidade de Professores de Matemática no início da docência

Year: 2025

Type: article

Abstract: This research aims to understand how two early-career teachers construct and enact their professional identities through participation in the Pedagogical Residency Program within a Lesson Study process, developing a practice grounded in critical thinking, autonomy, and collaboration with peers and public school students. This is a qualitative study. The analytical method adopted was narrative analysis. The data source consisted of a semi-structured questionnaire applied to two mathematics teachers who participated in the Pedagogical Residency Program (PRP) in Mathematics at the Federal University of Campina Grande (UFCG), Cuité-PB campus. The results indicate that the experiences in the PRP were perceived as important spaces for learning, reflection, and redefinition of what it means to be and act as a teacher.

Source: Educação Matemática em Revista - RS

DOI: 10.37001/yfv5k578

Authors: Leonardo Lira Brito, Aluska Dias Ramos de Macedo Silva, Regina Pina Neves

Institutions: Universidade Federal de Campina Grande, Universidade de Brasília

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4414366362

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