Beginning Mathematics teachers: a study on their professional development
DOI:
https://doi.org/10.19180/1809-2667.v20n12018p111-119Keywords:
Beginning Mathematics teachers, Initial formation, Professional developmentAbstract
This study discusses the professional development of beginning Mathematics teachers. The implications of the initial formation of Mathematics teachers in their professional development were analyzed through the unique experiences lived within the scope of the Institutional Scholarship Program for New Teachers (PIBID). The methodology used here was the case study, and the research tools were the documentary analysis, observation and interview. Results show that the unique experiences lived in the context of PIBID give teachers a better formation and improvement in the learning of their profession. This reflected in their repertoire of professional knowledge and in their teaching practice, as well as being subsidies in their teaching assumption.Downloads
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