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Competência profissional de professores que ensinam matemática e sua relação com a qualidade instrucional
INGLÊS

Palavras-chave

Competência do professor
Ensino adaptativo
Estudo de validação

Como Citar

LINDMEIER, A.; SEEMANN, S.; WULLSCHLEGER, A.; MEYER-WYDER, A.; LEUCHTER, M.; VOGT, F.; OPITZ, E. M.; HEINZE, A. Competência profissional de professores que ensinam matemática e sua relação com a qualidade instrucional. Zetetike, Campinas, SP, v. 29, n. 00, p. e021002, 2021. DOI: 10.20396/zet.v29i00.8661896. Disponível em: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661896. Acesso em: 5 mar. 2024.

Resumo

A pesquisa da expertise de professores usa diferentes abordagens, dentre elas modelos de competência. O modelo de competência profissional específica da matemática neste estudo diferencia a competência relacionada à ação e a competência reflexiva, que pertencem a diferentes tipos de demandas profissionais de acordo com as teorias de processamento dual e devem impactar positivamente a qualidade do ensino. O estudo transversal com professores da Educação Infantil investiga a estrutura de competência docente e suas relações com a qualidade do suporte à aprendizagem em consonância com a noção de ensino adaptativo utilizando jogos de tabuleiro. Os resultados apóiam uma diferenciação de competências de acordo com o modelo (evidências de validade estrutural). As relações esperadas entre as competências e a qualidade do suporte à aprendizagem são parcialmente suportadas (evidências de validade preditiva). O estudo, portanto, contribui à pesquisa sobre a experiência do professor, desenvolvendo uma compreensão específica de competência de acordo com as teorias existentes. São discutidos os recursos do uso de modelos de competência, bem como as dificuldades e questões em aberto em relação à abordagem emergente.

https://doi.org/10.20396/zet.v29i00.8661896
INGLÊS

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