Publication: Competencias para la docencia en Matemáticas desde la perspectiva de la Didáctica Profesional
Authors
Teófilo de Sousa, Renata ; Ferreira de Azevedo, Italândia ; Gomes Cidrâo, Georgyana ; Régis Vieira Alves, Francisco
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Publisher
Universidad de Murcia, Servicio de Publicaciones
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v97i35.2.89351
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info:eu-repo/semantics/article
Description
Abstract
La Didáctica Profesional (DP) es una vertiente francesa que tiene como objetivo desarrollar el aprendizaje de adultos y la formación de competencias profesionales basadas en el análisis del puesto de trabajo. En base a esto, este trabajo tiene como objetivo plantear los conceptos de competencias profesionales marcados por el DP, dirigido al
docente de matemáticas, a partir de una investigación
realizada en Brasil. Para su realización se eligió la
investigación bibliográfica por su característica de estudiar
materiales ya elaborados y publicados. Así, se realizó un
relevamiento de trabajos que abordaron la tríada –
Didáctica profesional, competencia profesional y
formación de profesores de Matemáticas –, para
comprender la relación entre ellos y cómo se vincula el
concepto de competencia al docente. Los resultados traen
seis trabajos que exploran los temas mencionados en
conjunto, donde se concluye que el concepto de
competencia es integral y exige del docente la capacidad de
manejar determinadas situaciones inusuales que surgen en
el contexto del aula. Finalmente, se concluye que esta es
una discusión moderna en Brasil, que requiere mayor
estudio y aportes de investigadores en el campo de la
Educación Matemática
Professional Didactics (DP) is a French branch that aims to develop adult learning and the formation of professional skills based on job analysis. Based on this, this work aims to raise the concepts of professional competences based on DP, directed to the mathematics teacher, based on research conducted in Brazil. For its realization, bibliographic research was chosen due to its characteristic of studying materials already prepared and published. Thus, there was a survey of works that approached the triad – Professional Didactics, Mathematics teacher training and professional competence –, in order to understand the relationship between them and how the concept of competence is linked to the teacher. The results bring six works that explore the topics mentioned together, where it is concluded that the concept of competence is comprehensive and demands from the teacher the ability to manage certain unusual situations that arise in the context of the classroom. Finally, it is concluded that this is a current discussion in Brazil, which requires further study and contributions from researchers in the field of Mathematics Education
Professional Didactics (DP) is a French branch that aims to develop adult learning and the formation of professional skills based on job analysis. Based on this, this work aims to raise the concepts of professional competences based on DP, directed to the mathematics teacher, based on research conducted in Brazil. For its realization, bibliographic research was chosen due to its characteristic of studying materials already prepared and published. Thus, there was a survey of works that approached the triad – Professional Didactics, Mathematics teacher training and professional competence –, in order to understand the relationship between them and how the concept of competence is linked to the teacher. The results bring six works that explore the topics mentioned together, where it is concluded that the concept of competence is comprehensive and demands from the teacher the ability to manage certain unusual situations that arise in the context of the classroom. Finally, it is concluded that this is a current discussion in Brazil, which requires further study and contributions from researchers in the field of Mathematics Education
Citation
Revista interuniversitaria de formación del profesorado, V. 35, N. 96 (2), 2021
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