Investigação didática na prática docente de professores iniciantes nos anos iniciais do ensino fundamental

Abstract

Researching teaching practices is essential for several reasons, among which we can highlight the movement toward reflection on teaching practices. This movement not only mobilizes the content covered, but also encompasses all the cognitive activity underlying the process of grasping this content and the teaching actions undertaken to achieve it. Therefore, the present research aimed to analyze the possibilities for improvement and reflection on the teaching practices developed by beginning teachers working in the early grades of elementary school through the use of didactic research. To this end, we chose to develop a qualitative, research-training approach. Five beginning teachers with less than three years of teaching experience who teach in the early grades of elementary school in the municipal education system of a municipality in southern Minas Gerais participated in the study. Data collection was conducted by completing a personal and professional questionnaire to understand the profile of the research participants and through transcriptions of the training sessions held with the teachers. The training meeting agendas were designed according to each teacher's needs regarding dilemmas they encountered in the classroom. A total of four meetings were held with the teachers, and at the end of the analysis, we were able to identify how much the process of reflection on teaching and learning practices enabled the improvement and qualification of the practices developed by the teachers. Furthermore, the meetings revealed how the exchange of ideas and dialogue among teachers can be beneficial to teaching practice. At the end of the research as a proposed educational product, a training meeting agenda was developed, describing the four meetings held with the teachers, titled: From Practice to Practice: Didactic Research in Focus.Researching teaching practices is essential for several reasons, among which we can highlight the movement toward reflection on teaching practices. This movement not only mobilizes the content covered, but also encompasses all the cognitive activity underlying the process of grasping this content and the teaching actions undertaken to achieve it. Therefore, the present research aimed to analyze the possibilities for improvement and reflection on the teaching practices developed by beginning teachers working in the early grades of elementary school through the use of didactic research. To this end, we chose to develop a qualitative, research-training approach. Five beginning teachers with less than three years of teaching experience who teach in the early grades of elementary school in the municipal education system of a municipality in southern Minas Gerais participated in the study. Data collection was conducted by completing a personal and professional questionnaire to understand the profile of the research participants and through transcriptions of the training sessions held with the teachers. The training meeting agendas were designed according to each teacher's needs regarding dilemmas they encountered in the classroom. A total of four meetings were held with the teachers, and at the end of the analysis, we were able to identify how much the process of reflection on teaching and learning practices enabled the improvement and qualification of the practices developed by the teachers. Furthermore, the meetings revealed how the exchange of ideas and dialogue among teachers can be beneficial to teaching practice. At the end of the research as a proposed educational product, a training meeting agenda was developed, describing the four meetings held with the teachers, titled: From Practice to Practice: Didactic Research in Focus.