Contributions of a formative process for the professional development of teachers involved

Abstract

This article aims to analyze the perspectives of the teachers about a formative process, in which they participated, and how this process contributes to their professional development. The research refers to an education project of 17 female teachers, from the 1st to the 9th year of schooling, carried out by the Mathematics, Statistics and Sciences Education Research Group (GPEMEC). The analyzed data were collected through the training evaluation sheets (at the end of each working session), the final evaluation questionnaire and semi-structured interviews. The purpose of the education was to intervene in teachers’ practice in the axes of curricular knowledge of mathematics: Information Processing and Geometry. The results show that the teachers recognize that the education process elicits benefits for their classroom practice, bring challenges to their own learning and that of the student, overcoming difficulties, improvement of practice and reflections on teaching.