Domínios e elementos da profissionalidade docente nas representações sociais de professores de Matemática
Bibliographic Data
| ID | 4841941 |
|---|---|
| Authors | Elisângela Bastos De Melo Espindola (0000-0002-3769-0768, Universidade Federal Rural de Pernambuco), Lícia De Souza Leão Maia (0000-0002-3839-6333, Universidade Federal de Pernambuco) |
| Year | 2017 |
| Volume | 12 |
| Issue | 3 |
| Pages | 887-908 |
| Publication date | 2017-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Praxis Educativa (JOURNAL) |
| Journal identifiers | ISSN: 1809-4031 • E-ISSN: 1809-4309 |
| Publisher | Universidade Estadual de Ponta Grossa (UEPG) (PUBLISHER) |
| DOI | 10.5212/praxeduc.v.12i3.011 |
| OpenAlex | W2756163801 |
| Language | PT |
| References cited | 7 |
This study, originated from a PhD thesis and aims at analyzing Brazilian and French Maths teachers’ social representations of their professional competence. The analysis is based on a theoretical survey of the relation between the terms profession and professionalism and elements related to the skills and features of teachers’ professionalism (ABAELLA, 1992; ROLDÃO, 2005, among others). The methodology is based on the Central Nucleus Approach (ABRIC, 1976). The research comprised 252 Brazilian and French teachers of Mathematics working in public schools. Among the results, we highlight the similarities and differences between teachers’ representations of their professional competence, based on the domains of ethics, subject taught, teaching methods, personality, among others, of the teacher professionalism. Keywords: Profissionalism. Teacher. Social Representations. Maths teachers’ professional competence
Mathematics education · Pedagogy · Personality · Political science · Social change · Social competence · Business and Management Studies · Education Pedagogy and Practices · Educational Practices and Policies · Psychology · Social Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |