Resumo

GAMA, Renata Prenstteter  e  SOUSA, Maria do Carmo de. Collaboration as an Initial Teacher Education Methodology in Teaching Spaces. Sisyphus [online]. 2021, vol.9, n.2, pp.84-104.  Epub 08-Set-2021. ISSN 2182-8474.  https://doi.org/10.25749/sis.21283.

This article aims to highlight and understand movements in the collaboration process as a methodology for the initial education of mathematics teachers in teaching initiation spaces. To this end, a qualitative interpretative investigation was carried out using the triangulation of national documents and studies and a training action of a Brazilian federal university (UFSCar) on mathematics teachers and the beginning of teaching. The analysis appropriated concepts that involve processes of reflection, investigation, partnership and collaboration for the professional development of teachers. The results showed that the collaborative movements became a methodology for initial teacher training when considering and valuing a longitudinal process of: co-education among all involved; dialogues and negotiations in planning, developing and evaluating teaching practices; institutional intentions and engagements and reflective and investigative practices and writings in/from the lived education process.

Palavras-chave : collaboration; teaching practicum; initial teacher training; higher education; mathematics degree.

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