Momentos reflexivos e metacognição na teleformação continuada em Matemática

Abstract

Analyzing shared behavior and teachers’ professional discourse built in a given learning community is an important requirement in educational research. This paper presents a case study of a mathematics teacher, where teaching behaviors in different communicative spaces within a virtual environment carried out for professional development in geometry are compared and analyzed.

Specifically, we i) identify signs of improvement in aspects of professional content knowledge, and ii) present andanalyze moments of metacognitive reflection and integrating contexts in the process of critical professional development. The collaborative construction of professional knowledge stemming from different critical metacognitive teleinteractions, as well as the expliciting of methodological difficulties inherent to the formative environment are significant aspects in the conclusions of this study.