Search

A working group of the Observatoire sur la Formation à la Diversité et l'Équité conducted a survey of the impacts of Law 21, the Act respecting the Laicity of the State, during its first year of application on faculties and departments of education across Québec. Although the law is not supposed to affect universities or student teachers, since they are not employees of the Centres de services scolaires or school boards, findings from among the 972 survey respondents (students and staff in Québec faculties of education) associate Law 21 with negative and discriminatory treatment of student teachers during teaching internships, more polarized and conflictual interactions in university classrooms, and negative effects on the well-being, as well as academic and professional achievement, of students. The survey shows that discriminatory situations or effects related to Law 21, as reported by respondents, disproportionally affect those who are undergraduate students, identify as female, are immigrants or of immigrant background, have a first language other than French, and belong to a visible or religious minority. It also indicates that Québec universities have adopted specific measures in response to Law 21 to try to prevent such discriminatory experiences, but some of these have had stigmatizing or exclusionary effects. [ABSTRACT FROM AUTHOR]

This article sought to map the compositions woven, over the last 10 years, between mathematics and the philosophy of difference, in the works published in the annals of the Mathematics Education working group (GT-19) carried out by the National Association of Postgraduate Studies and Research in Education (ANPEd). During this period, five meetings took place, totaling 87 works presented, nine of which were designed and woven based on the philosophy of difference, more precisely on the thoughts of Giles Deleuze and Felix Guattari. It is noticeable the predominance of works by the Group of the University of Juiz de Fora, called "Travessia". Of the nine works presented, five problematize teaching and learning in the classroom, three were created after the training meetings and one was an invitation to discuss possibilities for building bridges and resisting the necrophilic policies that have devastated Brazilian education in a of a conversation between the participants of the 40th ANPEd GT-19 Meeting. It is concluded that there is a minor mathematics concerned with the movement of forces that resist and re(exist) from the perspective of a less prescriptive and more inventive mathematics. [ABSTRACT FROM AUTHOR]

This study aims to understand how teachers who teach Mathematics in Basic Education relate their experiences to learning aimed at challenging the exercise paradigm. To do so, we start from an understanding of teacher learning as a change in their participation in school pedagogical practice. The data for this qualitative study were produced through semi-structured interviews with six teachers who teach Mathematics in Basic Education. The analysis indicates that these teachers relate the way they challenge the exercise paradigm in the school context to a dynamic process of learning, in which various shared practices are involved. Thus, we highlight the relevance of the articulation between teachers' life experiences and initial and continuing education courses and programs, so that different modes of professional action are offered to them. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the nature of global argumentation structures in a teaching context based on collective argumentation during a mathematical investigation. To this end, a case study was carried out with students entering a teacher training course in mathematics at a federal educational institution. Data were collected through written records surrounding the group activity as well as through video recording of the collective argumentation. Based on the theoretical methodological framework regarding the subject, the data were analyzed in order to identify the argumentation structure generated and the role of the teacher in its design. As a result, 6 distinct structural compositions were identified, with the "divergent source" structure being an unprecedented contribution to the research literature. The study also revealed that the type of support provided by the teacher during collective argumentation interferes with the anatomy/design of these structures. [ABSTRACT FROM AUTHOR]

In France, the latest reform of pre-service teacher training (2019), effective at the beginning of the 2021 academic year, has renewed tensions between the respective approaches to professionalization, academicization and certification. The purpose of this article is to explore the reconfiguration of working and training conditions, and to consider the extent to which the deregulation of institutional requirements has impacted the professional skills of teacher trainers. A questionnaire survey was carried out in spring 2022 among the trainers throughout France (n=725) working in high schools for novice teachers. The results of uni- and bivariate analyses highlight a (dis)adjusted relationship to work and a heightened conflict between theory and practice, between trainers’ beliefs or values and institutional logic. Depending on the trainer’s employment status, the outcomes of the study reveal diverse strategies for (re)giving meaning to action. [ABSTRACT FROM AUTHOR]

The results of an action research process conducted in 2022 at Santo Tomás University, Bogotá, Colombia, with 36 teachers, 12 USTA teachers, and 24 students teachers from the Specialization in Pedagogy and Teaching of the Fundación Universitaria del Área Andina from Bogotá are presented in this article. Participants were divided into two groups based on the training they received in mobile learning strategies, especially those focused on English language communication skills development. The first and second phases of the research focused on diagnosis and the design of pedagogical strategies aimed at optimizing digital competencies in teachers to achieve learning objectives in English. The third phase, or evaluation phase, allowed for an analysis of the impact of implementing the mobile learning model, which emerged as an innovative strategy and an opportunity for professional development for teachers. [ABSTRACT FROM AUTHOR]

Inclusive good practices are successful actions or experiences that can be replicated to ensure educational quality for all. However, there is a paucity of data that identify what characteristics these practices should include to support students within an inclusive educational centre. This paper presents the meaning of good inclusive educational practices with special attention to students affected by rare diseases. The aim is to identify and characterise good practices within the framework of an inclusive school. A qualitative methodology is used and, as by drawing on different case studies from eight autonomous regions, we look at how participants conceptualise inclusive practices in general, and students with rare diseases in particular. The results highlight the complexity and heterogeneity of the concept of good practices, the involvement of schools when it comes to introducing changes in their organisation and functioning, in the supports and in classroom management and methodologies. However, these actions need to be extended to the entire educational system, which implies a profound change in its structure. Also, further work needs to be done to find out what are the best practices for teacher training which promotes inclusive education [ABSTRACT FROM AUTHOR]

This paper presents a study whose objective was to characterize the formative, human, physical and community resources that make up good educational practices for the educational inclusion of students who suffer from a rare disease, as well as to detect the needs experienced by professionals and families regarding these resources. To this end, a cross-sectional and qualitative study was developed in which educational and health professionals, families and students with this type of pathology participated. The results suggest that educational, human, and community resources are considered key, and their orientation should focus on providing teachers with intervention strategies rather than on informing about these diseases. In addition, the existing human and physical resources are valued positively, although the need to expand them is pointed out, especially through the figure of educational technical assistants. Physical resources and materials are considered sufficient, highlighting the role of traditional resources as a complement to ICT. Another central element mentioned by the participants is the coordination and interdisciplinarity involved in addressing the needs of these students. Finally, the implications of these results for the development of inclusive practices are discussed. Besides, the main limitations of the study are presented, as well as futures lines of intervention and research which support the educational and social inclusion of these students. [ABSTRACT FROM AUTHOR]

This research, presented in the article, aimed to investigate aspects of knowledge necessary for teaching Mathematics to students with Down syndrome elicited within the formative context of a community of teachers. Adopting a qualitative, intervention-research approach, a group of seven teachers specializing in Mathematics education for students with Down syndrome was formed. These educators worked in both special education schools and mainstream schools. The group interacted synchronously and asynchronously, as the training occurred before and after the onset of the COVID-19 pandemic. Data were collected using audio recordings, field diary notes by the researcher, and records of interactions in a WhatsApp group. Analysis of the produced information was guided by three emerging aspects from the data set: a) Down syndrome, potentials, and challenges related to Mathematics; b) knowledge of the concept (number) for teaching and learning in students with Down syndrome; and c) curriculum adaptation and the use of multisensory materials. In conclusion, formative actions based on a community of teachers allow for a flexible work plan, leading the teacher to consider the specific difficulties, skills, and motivations of students with Down syndrome in Mathematics education. This approach values the diverse perspectives of teachers and the importance of sharing their knowledge and experiences, addressing the emerging needs of the group, and articulating their interests and practices. [ABSTRACT FROM AUTHOR]

The following article aims to analyze the construction of hegemonic masculinities produced by the narratives of hetero-cis-normative male subjects, graduates of the history course at the Federal University of Alfenas and participants in the Institutional Teaching Initiation Scholarship Program (PIBID) from 2015 to 2016. The interviews were undertaken remotely within the context of the pandemic (2020-2022), with the development of the narratives aimed at understanding subjectivation processes in the shaping of teaching identities raised by recollections of PIBID’s teaching interventions in public schools in the city, which is in the south of the Brazilian state of Minas Gerais. The methodology used was based on the study of reports of experiences (intervention projects, reports, and field work) and on an oral history linked to a sensitive consideration of the narratives produced. [ABSTRACT FROM AUTHOR]

This study inquiries about teacher's moral reasoning and decision making about educational inclusion in secondary schools. Exploring this topic is relevant since educators must ensure that students with and without disabilities can learn together in regular educational institutions. The methodology focused on a unique case design through which the moral arguments of teachers in training and teachers in service were investigated. The study targeted members of a teacher training institution, the Escuela Normal Superior de Michoacán (Mexico). The research instrument consisted of a hypothetical moral dilemma previously validated and, therefore, reliable, which was applied to 268 teachers selected through probabilistic sampling. The analysis of the results was carried out through the statistical program SPSS version 23.0. The findings revealed the prevalence of conventional reasoning determined by the culture of the context and the presence of arguments, both related to the orientation of the morality of justice (as when teachers seek respect for the rights of students) and to the orientation of the morality of care (when teachers point out that their main obligation is to ensure the welfare of their students). The study also found a relationship among high levels of moral reasoning, empathic ability with positive attitudes towards people with disabilities and educational inclusion. The need to continue developing moral reasoning in future teachers is highlighted. [ABSTRACT FROM AUTHOR]

This research sets out to respond to the fact that the initial and permanent professional training of Infant Education teachers is one of the least explored topics in the prolific field of teacher training. Our objective is to delve into the conceptions of these teachers about the initial and permanent pro fessional training they have received, and to explore how they assess the impact of these two types of training on their professional practice. To achieve this objective, we used a collective case-study methodology. The instrument was a semi-structured clinical interview that, through content analysis, made it possible to know and fully understand the particularities of each of the cases studied. In addition, we carried out another analysis to establish semantic networks between the established categories. This analysis allowed us to map out common points and dissensions between both categories. The results showed that teachers considered it was necessary to improve initial professional training because it was excessively theoretical and the need for permanent training to be conducted in the schools to facilitate conciliation and adapt it to each context. The Infant Education teachers who participated in our research were not very satisfied with the initial and permanent professional training they received because they considered it was not very practice-oriented. [ABSTRACT FROM AUTHOR]

teacher training has the opportunity and availability to raise awarness on the happiness of teaching. The stakes are high: inclusive education contexts require teachers to fully support their pupils' heterogeneity. The positive psychology PERMA model (Seligman, 2011) seems to be an interesting evidence-based guide to build teacher training in happiness teaching. The PERMA model (Positive emotions, Engagement, Relationships, Meaning, Achievement) provides an identification of the different factors needed for this happiness teaching training. It also highlights the importance of the teacher-pupil relationship. This fundamental relationship is key to the classroom climate. It allows teachers to nurture the joy of teaching as well as learning, sharing a school project, and progressing -together with their pupils- to a common goal. In this vein, teacher training can give itself the means to foster socio-emotional skills which are the cornerstone to teaching as happiness teacher training. This training would aim both at offering the opportunity to experience positive psychology interventions and developing teachers' reflexive skills. Gratitude practices, emotional regulation interventions, recognition and use of character strengths are levers that act both on intra- and interpersonal relationships. [ABSTRACT FROM AUTHOR]

Satisfaction, well-being, pleasure or happiness are some of the terms used by researchers who attempt to characterize the positive emotions and experiences of teachers in their professional practice. Without choosing between these different conceptual frameworks, this article aims to identify the determinants of this "happiness", particularly in relation to the expectations upon entering the profession. It emphasizes the importance of student-related factors, in particular the quality of the relationship that teachers have with their students and the quality of learning, and their reciprocal influence. Training courses to strengthen teachers' skills in these two areas are then seen as a way to increase the happiness of learning and teaching. The article finally insists on the importance of the evaluation of the trainings, by presenting a currently under development device to evaluate a training action aiming at reinforcing the psychosocial skills of 1st grade students, which is carried out in a school district of the Paris region. This device uses the CLASS (Classroom Assessment Scoring System) tool, not yet well known in France. [ABSTRACT FROM AUTHOR]

a teacher-student relationship (TSR) characterized by closeness promotes student engagement and positive emotional experiences among teachers. The present systematic review questions what the English-language literature reports on the effect of training dedicated to the development of teachers' emotional competences (EC) on these competences and on the TSR quality. 17 articles met the inclusion criteria. The findings suggest that brief EC trainings can sustainably develop teachers' EC. The small number of articles that have also evaluated the TSR quality prevents to conclude as to the effects of these training courses on this variab. [ABSTRACT FROM AUTHOR]

the training of teachers in conducting a Philosophical Discussion with children introduces them to a new paradigm of educational authority that modifies and improves their posture, both on the ethical and epistemic levels. This practice contributes to the joy of teaching and learning for three main reasons: it restores meaning to learning by cultivating a heuristic and collaborative relationship with knowledge; it forges a relational ethic that weaves more trusting relationships between teachers and students; it introduces teachers to professional gestures that can be transferred to other pedagogical or educational situations that contribute to improving the school climate. [ABSTRACT FROM AUTHOR]

The specialized dimensions of mathematical and pedagogical knowledge held by teachers are under scrutiny as we aim to depict the content of knowledge disclosed by participants engaged in a formative process with a specific focus on Measurement topics. Employing the framework of Mathematics Teacher's Specialized Knowledge (MTSK), this study delves into and expounds upon the knowledge unveiled by a cohort of educators as they tackle a Training Task embedded within a professional development course catered to Early Childhood Education teachers in Brazil. The outcomes of this investigation yield a more refined categorization of teacher knowledge, intimately linked to the topics (KoT), by meticulously examining the intricate facets of this knowledge, encompassing definitions, properties, and fundamental principles. Additionally, this research project presents a collection of knowledge descriptors that bring to the fore the nuances and specificities of this crucial aspect of teacher knowledge, particularly as it pertains to Measurement topics, thus facilitating a comprehensive mapping of the structural and foundational elements within this knowledge domain. [ABSTRACT FROM AUTHOR]

For decades, a plethora of research has shown the broad didactic and educational potential that controversial issues have for the development of social and critical thinking in students. However, their presence in the classroom is still rare today. In this study, we investigate the conceptions and practices of Primary Education teachers in order to know the initial and continuous training they have received to work on these contents, how they value their treatment for the teaching of Social Sciences and the real use that they make of them. The statistical program SPSS v25.0 was used to analyse from a quantitative and exploratory perspective the data extracted from a questionnaire designed ad hoc and validated by expert judges. The questionnaire was completed by twenty Primary Education teachers from different schools in the province of Almeria. The results revealed (i) little or no training, which generated insecurity in teachers; (ii) the conception of controversial issues as elements which foster motivation and skills; and (iii) a limited use of this approach justified by the lack of training and the conception of the instructional use of controversial issues as a challenge. We highlight the need to improve teacher training to this end, stemming from proposals that include work with social problems and the inclusion of these problems in educational contexts. [ABSTRACT FROM AUTHOR]

This investigation intends to discuss and understand some objectives of the professional development of teachers who teach Mathematics in an academic-professional environment through a formative action based on a Conversation Circle involving undergraduate students, internship supervisor teacher and Basic Education teachers. The research is characterized as a qualitative study and the research corpus is composed of audio record transcripts and the logbook notes of the research professor. The data produced were analyzed according to the principles of Discursive Textual Analysis and the discussion was anchored in the objectives proposed by Sowder. The results point to the need of rethinking the way training actions are being developed and to possibilities of planning new actions that seek the professional development of the mathematics teacher, focused on their interests, needs, challenges, possibilities and limitations. [ABSTRACT FROM AUTHOR]

In this work, we conceptualize microaggressions related to mathematics teaching and learning. We seek to elucidate its notion and highlight some manifestations in mathematics education. We highlight recent studies, and that we have also been conducting, indicating a critical relationship between the experiences of pre-service teachers and in-service teachers who teach mathematics with this phenomenon and the lack of mastery of mathematical content development during classes, which is also related to aversive reactions towards mathematics, which often favors the manifestation of episodes of mathematics anxiety or procrastination. We argue that microaggressions related to mathematics teaching and learning have similar characteristics in relation to racial microaggressions. However, questions about teaching and learning focus specifically on classroom contexts, the established relationships between teacher, student and knowledge. Those who have difficulties with mathematical knowledge, in academic and school environments, often end up being labeled as incapable of learning and go through uncomfortable situations throughout their lives. Because of this, mathematics has an important social prestige. This favors the development of a very intimate relationship between mathematics and power, which is reflected in the school context. Educational considerations are discussed about the impacts of microaggressions on teacher education in relationships with established students under various aspects. [ABSTRACT FROM AUTHOR]

Dans le cadre de cet article, trois chercheuses-praticiennes partagent une réflexion développée lors d'une étude de soi menée dans le contexte universitaire de la formation initiale à l'enseignement du/en français en milieu minoritaire. À travers des vignettes autoethnographiques et en pensant avec la théorie de la perspective bilingue du bilinguisme, elles expliquent comment elles en sont arrivées à mieux comprendre leurs réactions respectives par rapport à l'utilisation de l'anglais dans des contextes d'éducation en français. En adoptant une démarche réflexive, notamment au sujet d'un sentiment intense d'aversion (« ARKK! ») ressenti lors du recours à l'anglais dans ces contextes d'éducation en français, les trois auteures expliquent comment elles ont réussi à mieux comprendre ce sentiment. C'est à travers leurs conversations entre amies critiques qu'elles ont notamment pu repenser leurs pratiques pédagogiques et les dynamiques internes d'une communauté professionnelle francophone hétérogène. [ABSTRACT FROM AUTHOR]

In this article, we present the pedagogical residency of the Mathematics Nucleus of the Federal Rural University of Rio de Janeiro to analyze some experiences and developments for initial and continuing teacher education from participation in the two editions of this program. To answer the question: "Does the pedagogical residency contribute to the constitution of the teacher's professional identity and the formation of its stakeholders?" we adopted the methodology of the residents' narratives about this experience, which focus on the highlights aimed at inclusive mathematics education, in the edict of the year 2018, and for the issue of remote teaching, in the 2020 edict. The teacher-advisor's and the preceptor's analyses revealed the considerable impact on the constitution and consolidation of the teaching identity of all involved, who believe that this program should permanently integrate the degree courses. [ABSTRACT FROM AUTHOR]

This article aims to present how the Pedagogical Residency Program (PRP) contributed to the choice of praxeologies a mathematics degree course student at the Federal University of Sergipe (UFS) made to teach geometric solids in a 6th-grade class. fundamental. To this end, we based the study on the anthropological theory of didactics (ATD), developed by the theorist Yves Chevallard. To reach the objective, we followed the group of residents to which our student belonged during the program. At this stage, our work consisted of field research, and, for data collection, we used the logbook, interviews, application of a questionnaire and the students' reports, in which they described the activities carried out during the program. For data treatment, our approach was mainly qualitative, with a more interpretative perspective. Among the main results, we evidenced that the praxeologies used by the resident carry much of the National Common Curricular Base (BNCC), the most recent guiding document of basic education, read and discussed in the weekly meetings of the PRP. In her approach, the resident used the methodology of manipulative materials, which was also studied in these meetings. In this way, we evidenced the articulation between theory and practice defended by the PRP, while the resident put into practice what was discussed at the university. [ABSTRACT FROM AUTHOR]

With the objective of analyzing the contributions of the Pedagogical Residency Program for the education of teachers who teach mathematics in the early years of schooling, this article discusses: What do residents of the pedagogy course narrate about learning for teaching mathematics experienced with the Pedagogical Residency Program during the Covid-19 pandemic? The theoretical framework is based on discussions about the education of teachers who teach mathematics and on the proposals of the Pedagogical Residency Program for teacher education. To answer the question of this study, we carried out a qualitative research, using indepth interviews for data production. The interviews were conducted with three residents of the Pedagogical Residency Program, linked to the pedagogy course of a public university, located in the state of Mato Grosso, who participated in the residency under Capes Edict N. 01/2020. From the residents' narratives, we found that, due to the Covid-19 pandemic, the activities developed in the pedagogical residence had to adapt to the organization of schools, limiting residents' autonomy in planning, developing, and evaluating mathematical activities. Despite the residents reporting few learning situations regarding the subject of mathematics, we found that the residents made a great effort to promote quality and accessible teaching for children, developing different teaching strategies that they could perform in emergency remote teaching. [ABSTRACT FROM AUTHOR]

This article, part of a thesis, aims to analyze the contributions of the Teaching Residency Program - PRD - of the Federal University of Juiz de Fora - UFJF - to becoming a mathematics teacher. For that, a qualitative research was developed, and for the production of data, a questionnaire and interviews with two mathematics teachers who were new to the teaching career and who participated in the program as residents were used. This study demonstrated that Brazilian educational systems have paid little attention to beginning teachers, and there is a lack of public policies to support the insertion and permanence of these teachers in the labor market, which can lead to high dropout rates from teaching. In addition, the professional teaching induction presents several challenging situations, such as the feeling of loneliness, the devaluation of the teaching profession, students' motivation, the curriculum, the know-how and being a beginner teacher, and the development of a professional identity, among others. In view of this, there must be public policies aimed at those beginning teachers and attention, help, and support during the first years of professional teaching in an attempt that they overcome, discover, and survive professional initiation in the field of teaching mathematics. [ABSTRACT FROM AUTHOR]

The present work is part of a broader research that seeks to identify the previous perceptions of mathematics teachers in initial and continuing education on teacher education from a significant and critical perspective. Through a case study, adopting Bardin's content analysis as a methodological framework, these perceptions are analyzed from the perspective of meaningful and critical learning, arguing about the implications of the results for teaching practice. The analyzed data were collected during the development of a workshop on teacher education, with emphasis on the participation of mathematics degree students, residents of the Pedagogical Residency Program, working collaboratively with the basic school teachers as preceptors of that program. Among the perceptions identified, we concluded that it is necessary to expand teacher education further to encourage the exchange of experiences and critical reflection on the very practice of the professionals involved in the proposed continuing education. The results also indicate that it is possible to observe that the participants still need to recognize themselves as professionals in teaching and learning actions. [ABSTRACT FROM AUTHOR]

This work aims to analyse the experiences lived by residents in the mathematics subproject within the Pedagogical Residency Program at the Federal University of Alfenas, during the pandemic in 2020 and 2021. For so, the study has regarded the participation of eleven residents of the mentioned subproject. The data was collected through an online questionnaire and a focus group via the Google Meet platform. The analyses were done using the model of semantic fields. The main results indicate that although online teaching experience contributed to an approximation and usage of technological tools as an alternative in the pandemic context, it showed that methodological (re)adaptation of face-to-face teaching to a virtual environment is not enough for remote teaching work. The study also showed that the lack of contact with basic education students and with the complexity of daily school life presents itself as a limitation in the initial teacher education, evidencing the need for a personal and face-to-face dialogic relationship between teachers and students to base the process of teaching and learning and then for the professional teacher education. [ABSTRACT FROM AUTHOR]

This paper describes the design, implementation and results of a formative action with 61 students for primary education teachers, oriented to the development of the competence of analysis of the didactic suitability of educational videos about percentages. The a priori analysis of the video made by the researchers revealed important deficiencies in the different facets of didactic suitability, being especially relevant those detected in the epistemic dimension. Most of the students for teacher made quite relevant global assessments of the didactic suitability (70.49% considered it between low and medium) basing their judgment on the precision or degree of fulfillment of the suitability indicators in the different components. However, although the suggestions for improvement indicated are quite timely, not all students who identify weaknesses in the videos are able to explicitly make changes to the resource. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic greatly disrupted educational systems around the world. Given their extensive stakeholder network, Schools and Colleges of Education played an important role in providing leadership across all dimensions of education throughout the pandemic. This paper presents results from an interview-based study of Deans of Schools of Education in the United States with a special focus on how they sought to address issues of diversity, equity and inclusion throughout the pandemic. Results show that while there was a great deal of variability in the responses of Deans and Schools of Education many promising practices emerged that are potentially scalable and shareable to other institutions. [ABSTRACT FROM AUTHOR]

Teachers of Early Childhood Education must learn to teach Social Sciences even if they are considered general teachers. From our experience as teachers of Social Science Didactics, we would like to highlight a series of deficiencies and limitations detected in the students enrolled in the Early Childhood Education Degree at two Spanish universities. Reorienting the conceptions acquired about the teaching practice becomes one of the purposes of initial training. Making university students see the limitations that hinder a critical review of the beliefs and the value systems that unconsciously crystallize in the preuniversity phase is an outstanding step in this initial training process. For this reason, we carried out a case study at the University of Valencia and the University of Almería with students from the 2020-2021 academic year. The aim of this study was to analyze the perception, expectations and perspectives that these Education students had as regards the Teaching of Social Sciences. The instruments used were a questionnaire and group interviews. The results showed that the specific training provided in the subject of Didactics of Social Sciences in the Degree of Early Childhood Education allowed students to analyze the social representations of their future profession, thus dignifying it through an increase in future teachers’ self-perception. [ABSTRACT FROM AUTHOR]

Addressing race/racism and colonialism in French as a second language (FSL) education is essential to preparing culturally responsive teachers and meeting the Ministry mandate to teach students equitably and with respect. This article describes whether, and if so, how, candidates are being prepared to disrupt colonial ideologies and practices with data from a three-year project on FSL teacher preparation in two Ontario faculties of education. Interviews were conducted with professors and teacher candidates. Using a critical qualitative approach to identify emerging themes, the study applied an anti-biased, anti-racist (ABAR) lens to identify racialized power inequities that can form across French languages, cultures, and marginalized groups, oppressive common-sense principles, and systemic influences around three main themes: teaching culture and promoting intercultural competence; addressing equity, inclusion, and racism explicitly; and Whiteness, Eurocentrism, and representation in FSL. Findings indicate that while programs have begun to integrate equity, inclusion, interculturality, and the representation of the global francophonie, there is a pressing need for more preparation and training for professors and teacher candidates to develop critical equity skills that lead to their becoming culturally responsive teachers. Practical strategies and theory building through collaborative research are needed to support educators in taking up an ABAR stance in FSL teacher education programs. [ABSTRACT FROM AUTHOR]

Addressing race/racism and colonialism in French as a second language (FSL) education is essential to preparing culturally responsive teachers and meeting the Ministry mandate to teach students equitably and with respect. This article describes whether, and if so, how, candidates are being prepared to disrupt colonial ideologies and practices with data from a three-year project on FSL teacher preparation in two Ontario faculties of education. Interviews were conducted with professors and teacher candidates. Using a critical qualitative approach to identify emerging themes, the study applied an anti-biased, anti-racist (ABAR) lens to identify racialized power inequities that can form across French languages, cultures, and marginalized groups, oppressive common-sense principles, and systemic influences around three main themes: teaching culture and promoting intercultural competence; addressing equity, inclusion, and racism explicitly; and Whiteness, Eurocentrism, and representation in FSL. Findings indicate that while programs have begun to integrate equity, inclusion, interculturality, and the representation of the global francophonie, there is a pressing need for more preparation and training for professors and teacher candidates to develop critical equity skills that lead to their becoming culturally responsive teachers. Practical strategies and theory building through collaborative research are needed to support educators in taking up an ABAR stance in FSL teacher education programs. [ABSTRACT FROM AUTHOR]

Cet article présente une recherche-formation menée avec un collectif de formateurs en Institut national du professorat et de l'éducation afin de mettre à l'épreuve le modèle d'analyse des ajustements multiregistres dans le but de favoriser des mises en mots de l'activité enseignante en classe chez des professeurs des écoles en formation initiale. Les principales phases de la recherche sont décrites, ainsi que les ajustements apportés au modèle par le collectif de formateurs. Enfin, les résultats s'appuient sur des retours de stagiaires et de formateurs qui soulignent quelques réussites et perspectives, dont l'intérêt de former les enseignants à l'observation des élèves, mais aussi de l'activité enseignante en classe. [ABSTRACT FROM AUTHOR]

Depuis la fin des IUFM, se sont succédé la masterisation (2010), les ESPE (2014) et les INSPE (2019). Ces réformes de la formation initiale des enseignants ont grandement transformé le travail des professionnels au sein de ces structures. En deçà des changements structurels, cet article s'intéresse au travail des formateurs à partir du grain fin de leur activité au sein de dispositifs prescrits par les réformes. Plus précisément, c'est à partir d'un épisode improvisé où une formatrice expérimentée, affectée par un échange entre pairs débutants, a tenté d'interrompre une situation de formation que nous mettons en évidence des conflits dans son activité d'ajustement provoqués par l'introduction non accompagnée de nouveaux dispositifs. Nous montrerons également comment un dispositif d'intervention-recherche a permis à un collectif de formateurs de revenir sur cette situation, d'en faire l'analyse et de s'engager dans un développement potentiel de leur activité d'ajustement d'en tirer des pistes potentielles de transformation de leur activité. [ABSTRACT FROM AUTHOR]

This article, part of a doctoral thesis, explores the specificities of learning in relation to teaching that is achieved within the framework of a teaching career of consecutive modality or of curricular complementation. This modality targets university graduates who decide to work in teaching. We used a qualitative methodological design aimed at exploring the ways in which individuals in this situation perceive and experience the phenomenon, their points of view, interpretations and meanings. More specifically, we focused on the moment when these teachers initiate their teaching. According to the results of the thesis, the learning achieved is characterized as passage / s. Two types of passages were identified: those related to roles or institutional positions - from students to teachers - and those related to profession and work objects - from specialists in a disciplinary field to educators. Participants highlight teaching itself and the help of other colleagues as the main sources of learning. The results contribute to problematizing teacher training in its initial stage, especially around its didactic aspects. They also highlight the importance of teaching practice in the teacher training curriculum, on the one hand, the centrality of practices in teacher training curricula and the ways teacher trainers teach. [ABSTRACT FROM AUTHOR]

The focus of this research is to highlight the philosophy as a scope of reflection on the contributions of the research field of mathematics education and didactics of mathematics for teacher education, as well as to ponder on a didactic-methodological device called study and research path built on the anthropological theory of the didactic (ATD). In this way, we seek to explain that mathematics education and the didactics of mathematics are consolidated by research and scientific production regarding teaching and learning mathematics, as well as the production of theories and methodologies to contribute to the fortification of these as areas of knowledge. To this end, we take as our theoretical contributions research in mathematics education and the anthropological theory of the didactic (ATD). Thus, we intend to use the theoretical assumptions of a study and research path (SRP), regarding the teaching and learning of mathematics aimed at teacher education. In this sense, the present research points to significant qualitative supports that provide the means to understand the mathematics teaching and learning in basic-school teacher education, especially with the use of the SRP device. [ABSTRACT FROM AUTHOR]

This article presents the repercussions of the philosophical hermeneutics (PH) in the education process of students linked to the project "Scientific Atelier: Aesthetic Experiences in Science Education". The Scientific Atelier (SA) is a collective space for the study, creation and planning of aesthetic experiences in science and mathematics. It seeks to promote an articulation between education through aesthetic experiences developed by students in exact sciences (physics, mathematics, and chemistry). We start from the concept of aesthetic experiences based on the studies of the philosophical hermeneutics by Hans-Georg Gadamer, to outline his contribution to the treatment of exact sciences, usually technical and instrumental. At SA, we aim to treat science and mathematics from a perspective linked to perception and interpretation as a search for (self)understanding of the one who perceives and interprets in the world. In this article, we start by presenting the foundations of the Scientific Atelier, and then we describe, supported by this foundation, one of the activities developed at the SA to highlight the contributions of the PH in the teacher's education from the information of scholarship holders of the project in what we call the Scientific Atelier Diary and in the Final Reports. The reports point to an education experience capable of sharpening the perception of future teachers insofar as it provides moments of estrangement in the face of the new, fosters an aesthetic attitude, values the authentic question, traditions, and different views of the world, providing a less instrumental and more ontological view of teaching. [ABSTRACT FROM AUTHOR]

This study presents the benefits of music in educational processes through a proposal for intervention and research carried out at higher education levels (Degree in Primary Education). Based on the link between music, emotions, interpersonal skills and literary art, we propose a methodological strategy of cooperative learning (learning together) which used musical resources to teach literature content. In order to verify its effectiveness, this quasi-experimental intervention was compared with two other ones: another learning together intervention without musical resources, and a jigsaw action. We tapped into students' development of literary competence, their emotional experimentation, their evaluation of the intervention and their perception of the degree of interdisciplinarity involved in the intervention. The conclusions indicate that the intervention with music, which obtains better results in the majority of categories, is held by these students as an essential educational option for holistic teacher training. [ABSTRACT FROM AUTHOR]

Preservice teacher preparation in mathematics must focus on content that has traditionally been taught through procedures which are not very comprehensive, such as operations with fractions, in order to design training guidelines that anticipate possible errors acquired previously. In this study, we focused our attention on the registers of representation of fractions (pictorial, symbolic and natural language), to favor the construction of fractions and the understanding of operations. We present the research carried out with a sample of 85 students who are currently studying the Degree in Primary Education. Data were collected before and after instructions with manipulative materials. Work samples were analyzed from the perspective of MTSK (Mathematics Teacher's Specialized Knowledge) analysis. The results of the pretest indicate that students use numbers that facilitate representation, and the pictorial record is used by a minority of the future teachers. The main error is not recognizing that the parts into which the whole is divided are of equal size. The results after the training indicate a change in the choice of representation and a conceptual improvement in the pictorial and symbolic registers which become more common after training. This study has helped to identify obstacles in the learning of operations with fractions, making clear the need to work on them from a perspective that targets the understanding of the content, while facilitating subsequent teaching from the use and connection between the different representation registers. [ABSTRACT FROM AUTHOR]

Mathematics plays an important role in society as it fosters professional training based on the development of abstract thinking, in addition to mobilizing knowledge required at work and in social relationships. However, the teaching of Mathematics has led students and teachers to face difficulties caused by the need to rethink educators' training to teach this discipline. In view of this, there are increasing efforts for innovations in the teaching of mathematical content in which the Theory of Conceptual Fields is perceived, which has been supporting pedagogical practices aimed at teaching mathematical content, such as the Additive Conceptual Field. This conception incorporates addition and subtraction problems that can be classified according to the degree of difficulty they present. Thus, the main objective of this article is to discuss the problem-situations of the additive field involved in the class of extensions elaborated by a group of undergraduate students in Pedagogy. It is an excerpt from the investigation carried out within a master's degree research in education. In this way, the study is situated in the qualitative approach, based on the Action-Research methodology. The results show that the students of the Pedagogy course have some difficulties in developing problem situations that involve more sophisticated reasoning. With this, it is possible to conclude the need for theoretical foundation on the additive field in initial teacher education, since this is shown to be a potential conditioning factor in learning the mathematical concepts of addition and subtraction. [ABSTRACT FROM AUTHOR]

This study aims to identify and understand the possible teaching knowings produced through activities of undergraduate students in Mathematics, members of the Institutional Program of the Initiation to Teaching Scholarship - Pibid - and understand those students' relationship with the knowings required for teacher education. It is important to emphasize that some meanings and senses of the term knowings need to be understood contextually. To this end, we analyzed the reports developed by the Pibid coordinator of a higher education institution from 2015 to 2017. The research had a qualitative character, and as technical procedures, it was constituted as documentary research since the composition of the corpus was made from documents that had not yet received any analytical treatment. The theoretical framework of this study was based on research that sought to highlight the main teaching knowings/knowledge, the nature of this knowings, their main aspects, how they are constituted, and what were the relationships between the subject and those knowings. As a result, we present a detailed description of the activities proposed in the investigated subproject; the developed and undeveloped planned activities; and the relationship between the activities created by the students and the knowings mentioned, highlighting the knowings produced, their aspects and their connection with the students' actions. Finally, given evidence raised, and in the light of other already consolidated research, the study reveals the importance of promoting studies and debates on interactionist and phenomenological issues that highlight the teaching knowings in an integrated way and its fullness during the Pibid. [ABSTRACT FROM AUTHOR]

Context: Reforms of professional health-training based on the competency-based approach (CBA) are poorly documented in their implementation. CBA implies a revision of the pedagogical engineering and specific learning for coordinators and teachers. This raises the question of the strategies mobilised to drive pedagogical change. Objectives: To analyse the effects of a strategy of change initiated by a third-party with terceisation function for the implementation of CBA in an institute of initial training in osteopathy, based on the evolution of the coordinators' conceptions. To propose a framework for conducting and analysing changes. Methods: This qualitative study is based on a pragmatic constructivist epistemology and is consistent is in line with the framework of the professional health-training curricula ethics. Four pedagogical coordinators participated in the production of concept maps to monitor the evolution of their conceptions. Three of them took part in pedagogical productions and reflective activities based on the CBA recommendations: development of a competency framework, revision of teaching and assessment tools. Individual concept maps were drawn up with the coordinators to analyse the development of their conceptions. Results: The concept maps show that two of the coordinators achieved learning towards CBA. This learning took place through acculturation on the basis of boundary objects. The concept maps, the reflective activities proposed at individual, collective and institutional levels as well as the action of the individual trainer are reported by the participants as having supported learning and change. Conclusion: The study allows us to propose key elements of the change strategy for transfer to other context. Third-party with terceisation function, boundary-objects and acculturation constitute an interesting perspective for triggering curricular change in health training institutes that might not have all the conditions and resources considered as promising in the literature, or institutes that might be willing to make the pedagogical training of one of their teachers an opportunity for change. [ABSTRACT FROM AUTHOR]

Based on a mixed methodology, this article aims, on the one hand, to examine the effects of a training system based on video analysis in peer groups on the evolution of motivational style of beginning teachers. On the other hand, it aims to identify the key elements of this training from the point of view of the trainees. The e results indicate that the training significantly affects the development of teachers' autonomy-support. In addition, the qualitative results highlight three key elements of the training responsible for the changes: the video analysis, the collaborative group based on the sharing of resources and the duration of the training over a school year. [ABSTRACT FROM AUTHOR]

This paper introduces the notion of Online Instrumental Orchestration as an adaptation of the instrumental orchestration model in remote-emergency teaching and for the future of online education. The characteristics already pointed out in Instrumental Orchestration and the differences emanating from this teaching structure, in which the geographic space of the classroom expands, invading the personal space of teachers and students, are taken up. Specific aspects of the online didactic configuration are discussed and indicated from the data collected in a project of six online workshops developed within the scope of the GERE - Study Group on Resources for Education and in the Project GERE on Tuesdays, experienced as an extension project. The analysis brings the evolution of aspects of adaptation of IO online in the workshops. We clarify the flexibility, the change in the classroom geography, the need to understand the articulation between instrumental orchestrations and the protocols of course participants, monitors, and educators. These artefacts help prepare the part of the classroom in the students' place, the asynchronous orchestrations, and the connections that the students must follow at each workshop stage. [ABSTRACT FROM AUTHOR]

The crisis resulting from COVID-19 brought challenges to the school as an institution at times when social distancing caused the ban on access to a large part of the resources that teachers had at their disposal. The crucial moment of replacement of on-site classes by remote activities in some schools was accompanied by training aimed at replacing the banned resources by others equivalent in terms of functionality. Given this scenario, we were interested in studying how the document system of teachers, especially those in Mathematics, were affected in this changing environment, with temporary deprivation of a significant part of their respective resource systems. We accompanied two experienced Mathematics teachers in their Documentary Genesis processes to join remote learning. In this essay, we present the analyzes referring to one of these professors who presented elements relevant to our objectives in this article, namely: (1) identify the resources used during remote classes; (2) identify useful elements for the teacher training process in their transition to the remote; (3) Understand the interference of remote teaching in the teacher's resource system. To this end, we employ the principles of the Reflective Investigation Methodology, undertaking a 13-month follow-up of the teacher's activities. The partial conclusions of the study, still in progress, show that when identifying a minimum amount of resources that enable them to conduct their classes according to their conceptions, the teacher adapts the new resources to adjust them to their rules of action, expanding its previous resource system through Documentary Genesis. [ABSTRACT FROM AUTHOR]

In this paper we investigate how the planning and implementation of a mathematical modeling activity that includes information processing, based on the Documentational Approach to Didactics is. The activity analyzed was planned by teachers in continuing education within the scope of a discipline of Mathematical Modeling of the Master's in Mathematics Teaching of Universidade Tecnológica Federal do Paraná. The activity was implemented in four classes with a group of the 7th grade of elementary school by a pair of teachers. The data that supported our analysis came from audio and video recordings of the planning and implementation of the activity, the recording of the lesson plan, the reports delivered by the 7th grade students and a questionnaire about the activity. Through qualitative analysis supported by the Documentational Approach to Didactics and Trees of Association of Ideas, we show that the plan initially structured by the pair was re-elaborated considering suggestions from other teachers in continuing education prior to the implementation of classes, necessary changes during classes and subsequent suggestions to classes with the reports of the pair in a conversation round of the discipline. [ABSTRACT FROM AUTHOR]

This paper introduces the notion of Online Instrumental Orchestration as an adaptation of the instrumental orchestration model in remote-emergency teaching and for the future of online education. The characteristics already pointed out in Instrumental Orchestration and the differences emanating from this teaching structure, in which the geographic space of the classroom expands, invading the personal space of teachers and students, are taken up. Specific aspects of the online didactic configuration are discussed and indicated from the data collected in a project of six online workshops developed within the scope of the GERE - Study Group on Resources for Education and in the Project GERE on Tuesdays, experienced as an extension project. The analysis brings the evolution of aspects of adaptation of IO online in the workshops. We clarify the flexibility, the change in the classroom geography, the need to understand the articulation between instrumental orchestrations and the protocols of course participants, monitors, and educators. These artefacts help prepare the part of the classroom in the students' place, the asynchronous orchestrations, and the connections that the students must follow at each workshop stage. [ABSTRACT FROM AUTHOR]

The crisis resulting from COVID-19 brought challenges to the school as an institution at times when social distancing caused the ban on access to a large part of the resources that teachers had at their disposal. The crucial moment of replacement of on-site classes by remote activities in some schools was accompanied by training aimed at replacing the banned resources by others equivalent in terms of functionality. Given this scenario, we were interested in studying how the document system of teachers, especially those in Mathematics, were affected in this changing environment, with temporary deprivation of a significant part of their respective resource systems. We accompanied two experienced Mathematics teachers in their Documentary Genesis processes to join remote learning. In this essay, we present the analyzes referring to one of these professors who presented elements relevant to our objectives in this article, namely: (1) identify the resources used during remote classes; (2) identify useful elements for the teacher training process in their transition to the remote; (3) Understand the interference of remote teaching in the teacher's resource system. To this end, we employ the principles of the Reflective Investigation Methodology, undertaking a 13-month follow-up of the teacher's activities. The partial conclusions of the study, still in progress, show that when identifying a minimum amount of resources that enable them to conduct their classes according to their conceptions, the teacher adapts the new resources to adjust them to their rules of action, expanding its previous resource system through Documentary Genesis. [ABSTRACT FROM AUTHOR]

In this paper we investigate how the planning and implementation of a mathematical modeling activity that includes information processing, based on the Documentational Approach to Didactics is. The activity analyzed was planned by teachers in continuing education within the scope of a discipline of Mathematical Modeling of the Master's in Mathematics Teaching of Universidade Tecnológica Federal do Paraná. The activity was implemented in four classes with a group of the 7th grade of elementary school by a pair of teachers. The data that supported our analysis came from audio and video recordings of the planning and implementation of the activity, the recording of the lesson plan, the reports delivered by the 7th grade students and a questionnaire about the activity. Through qualitative analysis supported by the Documentational Approach to Didactics and Trees of Association of Ideas, we show that the plan initially structured by the pair was re-elaborated considering suggestions from other teachers in continuing education prior to the implementation of classes, necessary changes during classes and subsequent suggestions to classes with the reports of the pair in a conversation round of the discipline. [ABSTRACT FROM AUTHOR]