Analysis of Pre-service and In-service Math Teachers’ Perceptions about Meaningful and Critical Learning

Abstract

The present work is part of a broader research that seeks to identify the previous perceptions of mathematics teachers in initial and continuing education on teacher education from a significant and critical perspective. Through a case study, adopting Bardin's content analysis as a methodological framework, these perceptions are analyzed from the perspective of meaningful and critical learning, arguing about the implications of the results for teaching practice. The analyzed data were collected during the development of a workshop on teacher education, with emphasis on the participation of mathematics degree students, residents of the Pedagogical Residency Program, working collaboratively with the basic school teachers as preceptors of that program. Among the perceptions identified, we concluded that it is necessary to expand teacher education further to encourage the exchange of experiences and critical reflection on the very practice of the professionals involved in the proposed continuing education. The results also indicate that it is possible to observe that the participants still need to recognize themselves as professionals in teaching and learning actions.