Estudio de Clases y el Movimiento para la Transformación de la Identidad Profesional de los Docentes del Colabora a la luz de la Complejidad, Dinámica, Temporalidad y Experiencialidad
DOI:
10.37618/PARADIGMA.1011-2251.2023.p159-186.id1416Palabras clave:
Identidad Profesional. Lesson Study. Conocimiento del maestro. Grupo Colabora.Resumen
La identidad profesional ha sido defendida por autores de todo el mundo como un campo de investigación destinado a problematizar trayectorias educativas. Este artículo presenta y discute el movimiento hacia la transformación de la identidad profesional de ocho integrantes del Grupo Colaborativo a la luz de la complejidad, el dinamismo, la temporalidad y la experiencialidad, en medio de 11 encuentros de planificación colaborativa a partir del Lesson Study. La investigación cualitativa contó con soporte documental (e.g., planes de lecciones) y soporte bibliográfico (e.g., artículos científicos) sobre la planificación colaborativa realizada por los ocho integrantes y analizada según las unidades de contexto de Bardin. Los resultados mostraron cambios en sus identidades profesionales debido al modus vivendi con el Lesson Study, en particular debido a la apropiación de conceptos matemáticos ampliados, diversidad de fuentes de consulta para la planificación de la lección y madurez y pericia frente a la posible imprevisibilidad revelada por los estudiantes en el aula.Descargas
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BARDIN, L. Análise de conteúdo. São Paulo: Edições 70, 1998.
BEATON, A.; MULLIS, I.; MARTIN, M., GONZALEZ, E.; KELLY, D.; SMITH, T. Mathematics achievement in the middle school years: IEA’s Third International Mathematics and Science Study (TIMSS). Center for the Study of Testing, Evaluation, and Educational Policy, 1997.
BEIJAARD, D.; MEIJER, P. C.; VERLOOP, N. Reconsidering research on teachers' professional identity. Teaching and Teacher Education, v. 20, n. 2, p. 107-128, 2004. Disponível em: https://psycnet.apa.org/record/2004-12888-001. Acesso em 8 jan. 2023.
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COLDRON, J.; SMITH, R. Active location in teachers’construction of their professional identities. Journal of Curriculum Studies, v. 31, n. 6, p. 711–726, 1999. Disponível em: https://www.tandfonline.com/doi/abs/10.1080/002202799182954. Acesso em: 8 jan. 2023.
CONNELLY, F. M.; CLANDININ, D. J. Shaping a professional identity: Stories of education practice. London: Althouse Press, 1999.
CYRINO, M. C. de C. T. Mathematics teachers’ professional identity development in communities of practice: Reifications of proportional reasoning teaching. Bolema, Rio Claro-SP, v. 30, n. 54, p. 165-187, 2016. Disponível em: https://www.scielo.br/j/bolema/a/sTfV4kwdKx3s3TwYKMjM8MQ/?lang=en . Acesso em 8 jan. 2023.
CYRINO, M. C. de C. T. Identidade profissional de (futuros) professores que ensinam matemática. Perspectivas em Educação Matemática, v. 10, n. 24, p. 699-712, 2017. Disponível em: https://periodicos.ufms.br/index.php/pedmat/article/view/5518 . Acesso em: 8 jan. 2023.
ESCOLANO, R. E.; GAIRÍN, J. M. Modelos de medida para la enseñanza del número racional en Educación Primaria. Revista Iberoamericana de Educación Matemática, v. 1, p. 17-35, 2005.
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HAYDT, R. C. Curso de didática geral. São Paulo: Ática. 2006.
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HILL, H. C.; ROWAN, B.; BALL, D. L. Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, v. 42, n. 2, p. 371-406, 2005. Disponível em: https://journals.sagepub.com/doi/abs/10.3102/00028312042002371. Acesso em: 8 jan. 2023.
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ISODA, M. Lesson Study: problem solving approaches in Mathematics Education as a Japanese experience. Procedia Social and Behavioral Sciences, v. 8, p. 17-27, 2010b. Disponível em: https://www.sciencedirect.com/science/article/pii/S1877042810021087. Acesso em: 8 jan. 2023.
ISODA, M. Problem solving approaches in Mathematics Education as a product of Japanese Lesson Study. Journal of Science and Mathematics Education in Southeast Asia, v. 34, n. 1, p. 2-25, 2011. Disponível em: https://eric.ed.gov/?id=EJ961895. Acesso em: 8 jan. 2023.
ISODA, M.; OLFOS, R. El Enfoque de Resolución de Problemas: en la enseñanza de la matemática a partir del Estudio de Classes. Ediciones Universitarias de Valparaíso. Valparaíso: Ediciones Universitarias de Valparaíso, 2009. Disponível em: https://math-info.criced.tsukuba.ac.jp/upload/ProblemSolvingIsodaOlfos.pdf. Acesso em: 8 jan. 2023.
ISODA, M.; OLFOS, R. Teaching multiplication with Lesson Study: Japanese and Ibero-American theories for international Mathematics Education. Springer International Publishing, 2021. Disponível em: https://link.springer.com/book/10.1007/978-3-030-28561-6. Acesso em: 8 jan. 2023.
KELCHTERMANS, G. Who I am in how I teach is the message: self understanding, vulnerability and reflection. Teachers and Teaching, v. 15, p. 257-272, 2019. Disponível em: https://doi.org/10.1080/13540600902875332. Acesso em: 8 jan. 2023.
KELCHTERMANS, G; VANDENBERGHE, R. Teachers’ professional development: a biographical perspective. Journal of Curriculum Studies, v. 26, n. 1, p. 45-62, 1994. Disponível em: https://www.tandfonline.com/doi/abs/10.1080/0022027940260103?journalCode=tcus20. Acesso em: 8 jan. 2023.
KILPATRICK, J.; SWAFFORD, J., FINDELL, B. (Ed.). Adding it up: Helping children learn mathematics. Washington: National Academy Press, 2001.
KNOWLES, G. J. Models for understanding pre-service and beginning teachers’ biographies: Illustrations from case studies. In: GOODSON, I. F. (Org.). Studying teachers’ lives. London: Routledge, 1992. p. 99–152.
LIBÂNEO, J. C. Didática. 33.ed. São Paulo: Cortez, 1994.
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APPOLINÁRIO, F. Dicionário de metodologia científica: um guia para a produção do conhecimento científico. São Paulo: Atlas, 2007. Disponível em: https://pesquisa.bvsalud.org/portal/resource/pt/lil-591596. Acesso em: 8 jan. 2023.
AAB - ASSOCIAÇÃO DOS ARQUIVISTAS BRASILEIROS. Dicionário brasileiro de terminologia arquivística. Rio de janeiro: Arquivo Nacional, 2005. https://simagestao.com.br/wp-content/uploads/2016/01/Dicionario-de-terminologia-arquivistica.pdf
BALL, D. L.; THAMES, M. H.; PHELPS, G. Content knowledge for teaching: What makes it special? Journal of Teacher Education, v. 59, n. 5, p. 389-407, 2008. Disponível em: https://bibliotecadigital.mineduc.cl/handle/20.500.12365/17679. Acesso em 8 jan. 2023.
BARDIN, L. Análise de conteúdo. São Paulo: Edições 70, 1998.
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BOND, W. R. Teachers' Professionalism: overview. In: KOMPF, M.; BOND, W. R.; DWORET, D.; BOAK, R. T. (Eds.) Changing research and practice: Teachers’ professionalism, identities and knowledge. Bristol: The Falmer Press, 1996.
COLDRON, J.; SMITH, R. Active location in teachers’construction of their professional identities. Journal of Curriculum Studies, v. 31, n. 6, p. 711–726, 1999. Disponível em: https://www.tandfonline.com/doi/abs/10.1080/002202799182954. Acesso em: 8 jan. 2023.
CONNELLY, F. M.; CLANDININ, D. J. Shaping a professional identity: Stories of education practice. London: Althouse Press, 1999.
CYRINO, M. C. de C. T. Mathematics teachers’ professional identity development in communities of practice: Reifications of proportional reasoning teaching. Bolema, Rio Claro-SP, v. 30, n. 54, p. 165-187, 2016. Disponível em: https://www.scielo.br/j/bolema/a/sTfV4kwdKx3s3TwYKMjM8MQ/?lang=en . Acesso em 8 jan. 2023.
CYRINO, M. C. de C. T. Identidade profissional de (futuros) professores que ensinam matemática. Perspectivas em Educação Matemática, v. 10, n. 24, p. 699-712, 2017. Disponível em: https://periodicos.ufms.br/index.php/pedmat/article/view/5518 . Acesso em: 8 jan. 2023.
ESCOLANO, R. E.; GAIRÍN, J. M. Modelos de medida para la enseñanza del número racional en Educación Primaria. Revista Iberoamericana de Educación Matemática, v. 1, p. 17-35, 2005.
FERNANDEZ C.; YOSHIDA M. Lesson Study: A Japanese approach to improving mathematics teaching and learning. Mahwah: Lawrence Erlbaum Associates, Inc., 2004.
FIGUEIREDO, N. M. A. Método e metodologia na pesquisa científica. São Caetano: Yendis, 2009.
FUJII, T. Designing and adapting tasks in lesson planning: a critical process of lesson study. ZDM Mathematics Education, v. 48, p. 411-423, 2016. Disponível em: https://link.springer.com/article/10.1007/s11858-016-0770-3. Acesso em: 8 jan. 2023.
FUJII, T. Implementing Japanese Lesson Study in foreign countries: misconceptions revieled. Mathematics Teacher Education and Development, v. 16, n. 1, p. 65-83, 2014. Disponível em: https://search.informit.org/doi/abs/10.3316/aeipt.205654. Acesso em: 8 jan. 2023.
HAYDT, R. C. Curso de didática geral. São Paulo: Ática. 2006.
HILL, H. C. et al. Measuring the mathematical quality of instruction: Learning mathematics for teaching project. Journal for Mathematics Teacher Education, v. 14, n. 1, p. 25-47, 2011. Disponível em: https://link.springer.com/article/10.1007/s10857-010-9140-1. Acesso em: 8 jan.2023.
HILL, H. C.; ROWAN, B.; BALL, D. L. Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, v. 42, n. 2, p. 371-406, 2005. Disponível em: https://journals.sagepub.com/doi/abs/10.3102/00028312042002371. Acesso em: 8 jan. 2023.
ISODA, M. Lesson Study: Japanese problem solving approaches. In: SAMUI, K. (Org.). Conference on reaplicating exemplary practices in Mathematics Education. 2010a. https://www.apec.org/docs/default-source/Publications/2010/7/Replicating-Exemplary-Practices-in-Mathematics-Education-among-APEC-Economies-July-2010/TOC/Masami-Isoda--Lesson-Study-Japanese-Problem-Solving-Approaches.pdf
ISODA, M. Lesson Study: problem solving approaches in Mathematics Education as a Japanese experience. Procedia Social and Behavioral Sciences, v. 8, p. 17-27, 2010b. Disponível em: https://www.sciencedirect.com/science/article/pii/S1877042810021087. Acesso em: 8 jan. 2023.
ISODA, M. Problem solving approaches in Mathematics Education as a product of Japanese Lesson Study. Journal of Science and Mathematics Education in Southeast Asia, v. 34, n. 1, p. 2-25, 2011. Disponível em: https://eric.ed.gov/?id=EJ961895. Acesso em: 8 jan. 2023.
ISODA, M.; OLFOS, R. El Enfoque de Resolución de Problemas: en la enseñanza de la matemática a partir del Estudio de Classes. Ediciones Universitarias de Valparaíso. Valparaíso: Ediciones Universitarias de Valparaíso, 2009. Disponível em: https://math-info.criced.tsukuba.ac.jp/upload/ProblemSolvingIsodaOlfos.pdf. Acesso em: 8 jan. 2023.
ISODA, M.; OLFOS, R. Teaching multiplication with Lesson Study: Japanese and Ibero-American theories for international Mathematics Education. Springer International Publishing, 2021. Disponível em: https://link.springer.com/book/10.1007/978-3-030-28561-6. Acesso em: 8 jan. 2023.
KELCHTERMANS, G. Who I am in how I teach is the message: self understanding, vulnerability and reflection. Teachers and Teaching, v. 15, p. 257-272, 2019. Disponível em: https://doi.org/10.1080/13540600902875332. Acesso em: 8 jan. 2023.
KELCHTERMANS, G; VANDENBERGHE, R. Teachers’ professional development: a biographical perspective. Journal of Curriculum Studies, v. 26, n. 1, p. 45-62, 1994. Disponível em: https://www.tandfonline.com/doi/abs/10.1080/0022027940260103?journalCode=tcus20. Acesso em: 8 jan. 2023.
KILPATRICK, J.; SWAFFORD, J., FINDELL, B. (Ed.). Adding it up: Helping children learn mathematics. Washington: National Academy Press, 2001.
KNOWLES, G. J. Models for understanding pre-service and beginning teachers’ biographies: Illustrations from case studies. In: GOODSON, I. F. (Org.). Studying teachers’ lives. London: Routledge, 1992. p. 99–152.
LIBÂNEO, J. C. Didática. 33.ed. São Paulo: Cortez, 1994.
MAKINAE, N. The Origin of Lesson Study in Japan. In: 5th East Asia Regional Conference on Mathematics Education. Proceedings of 5th East Asia Regional Conference on Mathematics Education, 2010. Disponível em: https://www.lessonstudygroup.net/lg/readings/TheOriginofLessonStudyinJapanMakinaeN/TheOriginofLessonStudyinJapanMakinaeN.pdf. Acesso em: 8 jan. 2023.
MIMURA, K.; WATANABE, Y. Developing an evaluation framework in lesson study on active learning methods. 2021. Disponível em: https://members.aect.org/pdf/Proceedings/proceedings20/2020/20_21.pdf. Acesso em: 8 jan. 2023.
NEIRA, M. G. Por dentro da sala de aula: conversando sobre a prática. São Paulo: Phorte Editora, 2004.
OLFOS, R.; ISODA, M.; ESTRELLA, S. Más de una década de estudio de clases en chile: hallazgos y avances. Paradigma, v. XLI, p. 190-221, 2020. https://doi.org/10.37618/PARADIGMA.1011-2251.2020.p190-221.id871.
PAULA, E. F. de; CYRINO, M. C. de C. T. Aspectos a serem considerados em investigações a respeito do movimento de constituição da Identidade Profissional de professores que ensinam matemática. Educação, v. 45, n. 1, p. 1-29, 2020. Disponível em: https://doi.org/10.5902/1984644434406. Acesso em: 8 jan. 2023.
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Souza, M. A. V. F. de. (2023). Estudio de Clases y el Movimiento para la Transformación de la Identidad Profesional de los Docentes del Colabora a la luz de la Complejidad, Dinámica, Temporalidad y Experiencialidad. PARADIGMA, 44(2), 159–186. https://doi.org/10.37618/PARADIGMA.1011-2251.2023.p159-186.id1416
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