Artigo
A ‘formação do professor’ e seus sentidos em 23 Anos do Bolema: 1985-2007
Fecha
2009-01-01Registro en:
Bolema-mathematics Education Bulletin-boletim de Educacao Matematica. Rio Claro: Unesp-dept Mathematica, v. 22, n. 34, p. 209-236, 2009.
0103-636X
WOS:000274255400009
WOS000274255400009.pdf
4449947783474945
Autor
Universidade Estadual de Londrina (UEL)
Universidade Estadual Paulista (Unesp)
Universidade de São Paulo (USP)
Resumen
We present results of research aiming to identify and analyze the meanings of teacher education in papers published over 23 years of Bolema, from 1985 to 2007. Specifically, we analyzed what the authors of the articles understood as teacher education and how they approached it in their projects, research, and interventions. We found that teacher education is characterized: by means of the definition of teacher education, its objectives and functions; from what is expected of the teacher at the end of the education process; from the disciplinary and/or pedagogical contents proposed in courses; from the practical activities proposed; through suggestions of courses and their curricular structures; from reflections on its limitations and possibilities.