Keywords
Mathematics teacher education
Professional identity
Written communication
How to Cite
Abstract
The purpose of this article is to analyse aspects of self-knowledge mobilised by preservice mathematics teachers in the vaivém regarding the movement of constitution of their Professional Identity (PI). Vaivém is a tool of written communication between the teacher supervisor and the teacher in training. This is qualitative research of an interpretative nature, focused on the vaivéns produced by the trainee teachers in two disciplines (taught in the third and fourth years) of a mathematics teaching degree course. We could observe that the vaivém was configured as an opportunity for preservice mathematics teachers to analyse personal and professional elements in an articulated way, understand their actions as students and teachers, reflect on their professional choices and desires, and to think about their professional future. Such reflections and analyses were supported by the fact that the vaivém is interactive, questioning, temporal, and problematises all trainees' written production. Hence, the vaivém is revealed as a potential instrument to analyse aspects of the movement of constitution of the PI of the preservice mathematics teachers, mainly regarding one of its dimensions: self-knowledge.
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