ARTICULATION BETWEEN THE INITIAL AND CONTINUING EDUCATION OF TEACHERS WHO TEACH MATHEMATICS
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Abstract
This study investigates the training of teachers who teach mathematics, with an emphasis on the link between initial and continuing training. The aim is to analyze how this integration impacts the improvement of pedagogical practices and the professional development of teachers. Using a qualitative approach, the research adopted the (auto)biographical method for data collection and Textual Discourse Analysis (TDA) for interpreting four selected (auto)biographies. The results show that although initial training is the basis for teaching, it has limitations that have repercussions on pedagogical practice. Ongoing training, on the other hand, is essential for critical reflection, broadening the teaching repertoire and adapting to contemporary socio-cultural demands. The conclusion is that the integration of initial and continuing training strengthens Mathematics Education, fosters more contextualized teaching practices and boosts the constitution of identity and the professional development of teachers.
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Copyright (c). Conjuncture Bulletin (BOCA)
This work is licensed under a Creative Commons Attribution 4.0 International License.
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