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

Autores

DOI:

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

Palavras-chave:

Competência do professor, Ensino adaptativo, Estudo de validação

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.

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Biografia do Autor

Anke Lindmeier, University of Jena

PhD in Mathematics Education from the Technical University of Munich, Germany. Professor at the University of Jena, Germany.

Selma Seemann, Institute for Science and Mathematics Education Kiel

Master in Educational Science from the Christian Albrecht Universität zu Kiel, Germany. PhD student at the IPN – Leibniz Institute for Science and Mathematics Education Kiel, Germany.

Andrea Wullschleger, University of Zurich

PhD in Educational Science from the University of Zurich, Switzerland. Postdoctoral researcher at the University of Zurich, Switzerland.

Anuschka Meyer-Wyder, Interkantonale Hochschule für Heilpädagogik Zürich

PhD in Education Studies University of Zurich, Switzerland. Senior lecturer at Interkantonale Hochschule für Heilpädagogik Zürich, Switzerland.

Miriam Leuchter, University of Koblenz-Landau

PhD in Pedagogical Psychology from the University of Zurich, Switzerland. Professor at the University of Koblenz-Landau, Germany.

Franziska Vogt, St.Gallen University of Teacher Education

PhD in Educational Research from Lancaster University, UK. Professor at the St.Gallen University of Teacher Education.

Elisabeth Moser Opitz, University of Zurich

PhD in Special Education from the University of Freiburg/Switzerland. Professor at the University of Zurich, Switzerland.

Aiso Heinze, Leibniz Institute for Science and Mathematics Education Kiel

PhD in Mathematics Education from the Carl von Ossietzky-Universität Oldenburg. Professor at the IPN – Leibniz Institute for Science and Mathematics Education Kiel, Germany.

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Publicado

2021-06-08

Como Citar

Lindmeier, A., Seemann, S., Wullschleger, A., Meyer-Wyder, A., Leuchter, M., Vogt, F., Opitz, E. M., & Heinze, A. (2021). Competência profissional de professores que ensinam matemática e sua relação com a qualidade instrucional. Zetetike, 29(00), e021002. https://doi.org/10.20396/zet.v29i00.8661896

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Dossiê Temático