O uso de portfolios na formação inicial de professores de matemática

Abstract

This paper presents a reesearch whose main goal was to know if the use of portfolios in Professional Practice subject of pre-service Mathematics and Natural Sciences teacher education constitutes a contribution towards a development of the reflective process on the Mathematics teaching-learning process and, specifically, on the evaluation process — enhancing participants personal and professional development. This research was conducted within the context of preservice teacher education, namely within the subject of Pedagogical Practice I (pre-service teacher training).

The results gathered are based on the interpretation of interviews undertaken and on the content analysis carried out on some of the constituents of the portfolios. The discussion of the results put forward in this paper is strictly based on the reflection carried out by prospective teachers on the evaluation process during the development of the experience carried out. It allows to conclude that the use of portfolios may be an important tool to develop the reflection ability. The study also concludes that the use of portfolios favoured the communication between prospective teacher and supervisor contributing to improve the quality of supervisor process.