Teachers who teach Mathematics
reflections on collaborative groups and continuing education
DOI:
https://doi.org/10.22483/2177-5796.2024v26id5342Keywords:
collaborative groups, continuing training of teachers who teach mathematics, university education.Abstract
The article presents qualitative research, with a case study design, which investigated the challenges and perspectives of establishing a collaborative group as a space for continued training for University Education teachers. It was developed from 2018 to 2020 based on meetings held with the group of participants and activities, based on their interests and training needs. For data collection, were used questionnaire, participant observation, which took place in face-to-face meeting and in Google Meet, and dialogues taking place in a WhatApp group. Data analysis employed Discursive Textual Analysis and triangulation. Even though the collaborative group was not effectively formed, given the adverse working conditions of the participants, it provided a space for continued training with positive impacts on their teaching practice.
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