Resumo

GIUSTI, Neura Maria De Rossi  e  REUWSAAT, Jutta Cornelia. Professional Development of Teachers Guiding Studies in Mathematical Education by Collaborative Training. Sisyphus [online]. 2021, vol.9, n.2, pp.181-204.  Epub 08-Set-2021. ISSN 2182-8474.  https://doi.org/10.25749/sis.20933.

The article aims to show how elementary school teachers build their professional development in collaborative in-service education as study advisors. A qualitative investigation was performed based on the dynamics investigation-action-formation. The analysis of the findings was based on Clarke and Hollingsworth's professional development model, categorising the teachers' changes in the personal, practical, external and consequence-related domains. The study advisors were the protagonists of their professional development, as they mobilised part of their own knowledge that, explicitly and implicitly, generated changes in themselves and in the other teachers. Participants were mobilised, during the training, for the perspective of transformation. If the transformation extends to future educational practices, it is because the changes have been profound.

Palavras-chave : mathematical education; professional development; collaborative education; elementary school.

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