PARTICIPAÇÃO EM PROGRAMAS E PROJETOS DURANTE A FORMAÇÃO INICIAL: CONTRIBUIÇÕES PARA A DOCÊNCIA DO PROFESSOR INICIANTE QUE ENSINA MATEMÁTICA

Abstract

The article discusses the contribution of participation in programs and projects, in initial teacher education, to the practice of beginning teachers who teach Mathematics. The data was produced by a questionnaire on Google Forms answered by fourteen beginning teachers, who teach Mathematics in the final years of Elementary School. The results and analyses are organized into the categories and subcategories: a) “contact with the school”, which involved teacher education and formation, learning practical knowledge, and reflection on theory and practice; b) “contributions to teaching,” which addressed ways of teaching, students’ difficulties, experiences with teaching, the desire to practice teaching, among others. It is noteworthy that participation in programs and projects contributed to teacher formation; career choice; learning practical or professional knowledge; learning about ways of teaching and students’ difficulties.

Keywords: Beginning Teacher; Teaching Mathematics; Education; School.