O Programa de Formação Contínua em Matemática como contexto favorável para o desenvolvimento da capacidade de reflexão de professores do 1.º ciclo

Abstract

In this text we present some results pertaining to the contribution of the Program for Continuous Training in Mathematics towards the development of the ability to reflect upon their practice of three teachers.
Following a methodological approach of an interpretative nature, with a case study design, semi-structured interviews were conducted with the three case-teachers, work sessions and classes were observed and documental data was gathered, with a specific attention to the portfolios built within the training program. From this study it is possible to determine that for Aida, Dora and Sara, the teachers participating in this study, reflection was envisaged as a particularly important aspect of the program. The showed different preferences for forms of reflection undertaken, and have also diverged in considering the portfolio as promoting reflection, as well as they have diverged in the content and levels of depth of written reflections presented.