Training itineraries, the flipped classroom and “learning to learn”: possible approaches based on the (auto)biographical narrative of a future Mathematics teacher

Abstract

This study presents part of a doctoral education research work that is being developed at a public university in southern Brazil. The investigation operates with (auto)biographical narratives of undergraduate mathematics students, produced in a Research-Training Seminar. The methodology for analyzing narratives is based on the model of scenic understanding. In this text, we seek to carry out an analysis based on scenes shared by the collaborator Gustavo. The study allows the emergence of strategies, courses of action, awareness, and significant resilience in the teaching search. The research sheds light on a particular experience with the Flipped Classroom approach, which is central to the doctoral research on screen and carried out three years before the seminar. The reflections indicate that the workshop configured a privileged and unique training space, revealing the important contribution that research-training can offer to the training of teachers.  El presente estudio presenta parte de una investigación doctoral en educación que se está desarrollando en una universidad pública del sur de Brasil. La investigación opera con narrativas (auto)biográficas de estudiantes de graduación en matemáticas, producidas en un Seminario de Investigación-Formación. La metodología de análisis de narrativas se basa en el modelo de comprensión escénica. En este texto buscamos realizar un ejercicio de análisis a partir de escenas compartidas por el colaborador llamado Gustavo. El estudio permite emerger estrategias, cursos de acción, concientización y resiliencia significativa en la búsqueda de la enseñanza. La investigación arroja luz sobre una experiencia particular con el enfoque Flipped Classroom, central en la investigación doctoral sobre pantalla y llevada a cabo tres años antes del seminario. Las reflexiones indican que el seminario configuró un espacio de formación privilegiado y único, revelando el importante aporte que la formación investigativa puede ofrecer a la formación de profesores de matemáticas.This study presents part of a doctoral education research work that is being developed at a public university in southern Brazil. The investigation operates with (auto)biographical narratives of undergraduate mathematics students, produced in a Research-Training Seminar. The methodology for analyzing narratives is based on the model of scenic understanding. In this text, we seek to carry out an analysis based on scenes shared by the collaborator Gustavo. The study allows the emergence of strategies, courses of action, awareness, and significant resilience in the teaching search. The research sheds light on a particular experience with the Flipped Classroom approach, which is central to the doctoral research on screen and carried out three years before the seminar. The reflections indicate that the workshop configured a privileged and unique training space, revealing the important contribution that research-training can offer to the training of teachers.