Work

Articulation Between the Initial and Continuing Education of Teachers Who Teach Mathematics

Year: 2025

Type: article

Abstract: This study investigates the training of teachers who teach mathematics, with an emphasis on the link between initial and continuing training. The aim is to analyze how this integration impacts the improvement of pedagogical practices and the professional development of teachers. Using a qualitative approach, the research adopted the (auto)biographical method for data collection and Textual Discourse Analysis (TDA) for interpreting four selected (auto)biographies. The results show that although initial training is the basis for teaching, it has limitations that have repercussions on pedagogical practice. Ongoing training, on the other hand, is essential for critical reflection, broadening the teaching repertoire and adapting to contemporary socio-cultural demands. The conclusion is that the integration of initial and continuing training strengthens Mathematics Education, fosters more contextualized teaching practices and boosts the constitution of identity and the professional development of teachers.

Source: Zenodo (CERN European Organization for Nuclear Research)

DOI: 10.5281/zenodo.15314099

Authors: GOMES, Rodrigo, LAMIM-GUEDES, Valdir, LIMA, Lucia Ceccato de

Institutions: Community University of Chapecó Region - Unochapecó, Universidade do Estado de Santa Catarina, Universidade do Planalto Catarinense

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W6930987839

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