Mathematics teaching life histories in the study of teachers' perceptions of change

dc.contributorUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2014-05-20T15:23:06Z
dc.date.accessioned2022-10-05T16:20:15Z
dc.date.available2014-05-20T15:23:06Z
dc.date.available2022-10-05T16:20:15Z
dc.date.created2014-05-20T15:23:06Z
dc.date.issued2000-10-01
dc.identifierTeaching and Teacher Education. Oxford: Pergamon-Elsevier B.V., v. 16, n. 7, p. 765-783, 2000.
dc.identifier0742-051X
dc.identifierhttp://hdl.handle.net/11449/33954
dc.identifier10.1016/S0742-051X(00)00024-X
dc.identifierWOS:000089373700007
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3906175
dc.description.abstractThe aim of this paper is to discuss teachers' perceptions of change in their thought and/or practice over time and their perceptions of what kind of experiences or challenges might have influenced those changes. Two mathematics teaching life histories of Brazilian teachers are examined, considering a context of curriculum development in the state of São Paulo, Brazil. Reflection on teachers' thought and practice and interest in their own development, including interest in their own learning of mathematics, seemed to be the most important internal aspects influencing change and development. Close support seemed to be the most important external aspect. The retrospective analysis put a good face on personal change and development. (C) 2000 Elsevier B.V. Ltd. All rights reserved.
dc.languageeng
dc.publisherElsevier B.V.
dc.relationTeaching and Teacher Education
dc.relation2.473
dc.rightsAcesso restrito
dc.sourceWeb of Science
dc.subjectteacher change
dc.subjectperception
dc.subjectmathematics
dc.subjectmathematics teaching life history
dc.subjectin-service
dc.subjectcurriculum development
dc.titleMathematics teaching life histories in the study of teachers' perceptions of change
dc.typeArtigo


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