Resumo

BARBOSA, Cirléia Pereira  e  LOPES, Celi Espasandin. Collaboration and Professional Development of Future Mathematics Teachers: an Experience in Supervised Curricular Internship. Sisyphus [online]. 2021, vol.9, n.2, pp.61-83.  Epub 08-Set-2021. ISSN 2182-8474.  https://doi.org/10.25749/sis.21678.

This article presents a study group formed by teachers and future mathematics teachers involved in the Supervised Internship and analyzes the contributions of that experience to the professional development of undergraduates by revisiting planning meetings and class observations. Qualitative research was carried out in a public school located in the interior of the state of Minas Gerais (Brazil). A triangulation strategy was adopted to analyze the data obtained through the following instruments: written narratives of the undergraduates, transcription of audio recordings of study group meetings, and field diary of one of the researchers. The study showed elements that contributed to the professional development of future mathematics teachers, especially for the mobilization of undergraduates’ professional knowledge and the constitution of their professional identities; it also revealed the importance of training spaces - such as the study group constituted during the Internship - for strengthening collaborative partnerships between the university and schools.

Palavras-chave : pre-service mathematics teacher education; professional development; professional knowledge; professional identity; collaboration.

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