Resumen

PROENCA, Marcelo Carlos de; PEREIRA, Ana Lúcia; MENDES, Luiz Otavio Rodrigues  y  TRAVASSOS, Wilian Barbosa. Teacher professional development: reflections on pedagogical and mathematical knowledge. Educ. mat. [online]. 2022, vol.34, n.2, pp.72-100.  Epub 10-Mar-2023. ISSN 2448-8089.  https://doi.org/10.24844/em3402.03.

In this article we aim to analyze some phases of the professional development of a mathematics teacher. The research is of a qualitative nature and is a case study. The data were collected by means of a semi-structured interview and organized based on Content Analysis from which it was possible to identify four central axes in the professional development of the researched teacher: pedagogical and mathematical knowledge brought in at the beginning of a professional career; pedagogical and mathematical knowledge of professional development; pedagogical and mathematical knowledge used by the teacher; and, challenges for the development of pedagogical and mathematical knowledge. The results show that in each of the phases of the professional development of the researched teacher, the pedagogical and mathematical knowledge built by him is evident. They also point out that for the teacher to go beyond his beliefs anchored in traditional teaching and carry out methodological work that is differentiated and based on trends in Mathematics Education with his students, he needs service teacher education so that he can, in fact, bring together theory and practice.

Palabras llave : Teacher professional development; Mathematics teacher education; Teacher knowledge.

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